Conference Theme: Enhancing testing and assessment in the digital age with computerized adaptive testing

Computerized Adaptive Testing (CAT) is a highly efficient and flexible measurement approach that is based on item response theory models and originates from psychometrics and educational measurement. Parallel to CAT-related research and development, the computer science-driven field of Artificial ...

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Conference Theme: Enhancing testing and assessment in the digital age with computerized adaptive testing

Keynotes

Wim J. van der LindenUniversity of Twente, The Netherlands

Wim J. van der Linden is Professor Emeritus of Measurement and Data Analysis, University of Twente, Enschede, The Netherlands. He is a former Distinguished Scientist and Director of Research and Innovation, Pacific Metrics Corporation, Monterey, CA, and Chief Research Scientist, CTB/McGraw-Hill, Monterey, CA. Dr. van der Linden received his PhD in psychometrics from the University of Amsterdam. His research interests include item response theory, adaptive testing, optimal test assembly, observed-score equating, parameter linking, statistical detection of cheating and response time modeling. He is the author of Linear Models for Optimal Test Design (Springer, 2005) and the editor of the three-volume Handbook of Item Response Theory: Models, Statistical Tools, and Applications (Chapman & Hall/CRC, 2016, 2018). He is also a co-editor of Computerized Adaptive Testing: Theory and Applications (Kluwer, 2000; with C. A. W. Glas), and its sequel Elements of Adaptive Testing (Springer, 2010; with C. A. W. Glas). Dr. van der Linden has served on the editorial boards of nearly every major test-theory journal and is co-editor for the Chapman & Hal//CRC Series on Statistics for Social and Behavioral Sciences. He is also a former President of the National Council on Measurement in Education (NCME) and the Psychometric Society, Fellow of the Center for Advanced Study in the Behavioral Sciences, Stanford, CA, was awarded an Honorary Doctorate from Umea University in Sweden in 2008, and is a recipient of the AERA E. F. Lindquist Award as well as the ATP, NCME and Psychometric Career Achievement Awards for his work on educational measurement.

Wim J. van der LindenUniversity of Twente, The Netherlands

Wim J. van der Linden is Professor Emeritus of Measurement and Data Analysis, University of Twente, Enschede, The Netherlands. He is a former Distinguished Scientist and Director of Research and Innovation, Pacific Metrics Corporation, Monterey, CA, and Chief Research Scientist, CTB/McGraw-Hill, Monterey, CA. Dr. van der Linden received his PhD in psychometrics from the University of Amsterdam. His research interests include item response theory, adaptive testing, optimal test assembly, observed-score equating, parameter linking, statistical detection of cheating and response time modeling. He is the author of Linear Models for Optimal Test Design (Springer, 2005) and the editor of the three-volume Handbook of Item Response Theory: Models, Statistical Tools, and Applications (Chapman & Hall/CRC, 2016, 2018). He is also a co-editor of Computerized Adaptive Testing: Theory and Applications (Kluwer, 2000; with C. A. W. Glas), and its sequel Elements of Adaptive Testing (Springer, 2010; with C. A. W. Glas). Dr. van der Linden has served on the editorial boards of nearly every major test-theory journal and is co-editor for the Chapman & Hal//CRC Series on Statistics for Social and Behavioral Sciences. He is also a former President of the National Council on Measurement in Education (NCME) and the Psychometric Society, Fellow of the Center for Advanced Study in the Behavioral Sciences, Stanford, CA, was awarded an Honorary Doctorate from Umea University in Sweden in 2008, and is a recipient of the AERA E. F. Lindquist Award as well as the ATP, NCME and Psychometric Career Achievement Awards for his work on educational measurement.

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Ying ("Alison") ChengDepartment of Psychology, University of Notre Dame, USA

Dr. Ying (“Alison”) Cheng is Professor of Psychology and Fellow of the Institute for Educational Initiatives at University of Notre Dame. She received her M.S.in Statistics and Ph.D. in Quantitative Psychology from the University of Illinois at Urbana-Champaign. Her research focuses on methodological issues in psychological and educational measurement, in particular theoretical development and applications of the item response theory, such as computerized adaptive testing. She has published over 50 articles on topics including computerized adaptive testing (CAT), differential item functioning (DIF), classification accuracy and consistency with licensure/certification exams, and formative assessment using cognitive diagnostic modeling and so on. She currently serves as the Editor of British Journal of Mathematical and Statistical Psychology. In 2009 she received the Bradley Hanson Award for Contributions to Educational Measurement, and in 2012 the Jason Millman Promising Measurement Scholar Award from the National Council of Measurement in Education. In 2014 she received the faculty CAREER award from the National Science Foundation. She is an elected fellow of the Society of Multivariate and Experimental Psychology and Association for Psychological Science.

Ying ("Alison") ChengDepartment of Psychology, University of Notre Dame, USA

Dr. Ying (“Alison”) Cheng is Professor of Psychology and Fellow of the Institute for Educational Initiatives at University of Notre Dame. She received her M.S.in Statistics and Ph.D. in Quantitative Psychology from the University of Illinois at Urbana-Champaign. Her research focuses on methodological issues in psychological and educational measurement, in particular theoretical development and applications of the item response theory, such as computerized adaptive testing. She has published over 50 articles on topics including computerized adaptive testing (CAT), differential item functioning (DIF), classification accuracy and consistency with licensure/certification exams, and formative assessment using cognitive diagnostic modeling and so on. She currently serves as the Editor of British Journal of Mathematical and Statistical Psychology. In 2009 she received the Bradley Hanson Award for Contributions to Educational Measurement, and in 2012 the Jason Millman Promising Measurement Scholar Award from the National Council of Measurement in Education. In 2014 she received the faculty CAREER award from the National Science Foundation. She is an elected fellow of the Society of Multivariate and Experimental Psychology and Association for Psychological Science.

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Bernard VeldkampTechnology, Data Analytics and Decision Support Department, University of Twente, The Netherlands

Prof. Bernard Veldkamp is Head of the Research Methodology, Measurement and Data analysis group (OMD) and Chair of the Technology, Data Analytics and Decision Support department of the Behavioral, Management and Social Sciences faculty of University of Twente. He is an expert in psychometrics, data science, and computerized adaptive testing. His research focuses on methods for data collection and data use for assessment purposes. His mission is to integrate psychometrics and data science in order to optimize measurement in the social sciences. Bernard did his PhD on the topic of automated test assembly and computerized adaptive testing.
When more and more data about human behavior became available via the web, via sensors and via social media, he started to look for new methods to benefit from this data in measuring human behavior. He shifted his attention to data mining and the combination of psychometrics and data science. Currently, he is working on developing methods for handling multi-modal data (data coming from various sources) for measuring individual and group behavior. In 2008, Prof. Veldkamp was one of the founders of the Research Center for Examination and Certification (RCEC). Bernard Veldkamp was awarded the title of Fellow of the Association for Evaluation and Assessment Europe in 2008. He is one of the authors of the book Theoretical and Practical Advances in Computer-based Educational Measurement and he is editor of the Springer book series Methodology of Educational Measurement and Assessment and associate editor of the journal Frontiers in Education.

Bernard VeldkampTechnology, Data Analytics and Decision Support Department, University of Twente, The Netherlands

Prof. Bernard Veldkamp is Head of the Research Methodology, Measurement and Data analysis group (OMD) and Chair of the Technology, Data Analytics and Decision Support department of the Behavioral, Management and Social Sciences faculty of University of Twente. He is an expert in psychometrics, data science, and computerized adaptive testing. His research focuses on methods for data collection and data use for assessment purposes. His mission is to integrate psychometrics and data science in order to optimize measurement in the social sciences. Bernard did his PhD on the topic of automated test assembly and computerized adaptive testing.
When more and more data about human behavior became available via the web, via sensors and via social media, he started to look for new methods to benefit from this data in measuring human behavior. He shifted his attention to data mining and the combination of psychometrics and data science. Currently, he is working on developing methods for handling multi-modal data (data coming from various sources) for measuring individual and group behavior. In 2008, Prof. Veldkamp was one of the founders of the Research Center for Examination and Certification (RCEC). Bernard Veldkamp was awarded the title of Fellow of the Association for Evaluation and Assessment Europe in 2008. He is one of the authors of the book Theoretical and Practical Advances in Computer-based Educational Measurement and he is editor of the Springer book series Methodology of Educational Measurement and Assessment and associate editor of the journal Frontiers in Education.

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