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Effects of Informed Item Selection on Test Performance and Anxiety for Examinees Administered a Self-Adapted Test

University of Nebraska-Lincoln

Steven L. Wise

University of Nebraska-Lincoln

Linda L. Roos

University of Nebraska-Lincoln

In self-adapted testing (SAT), examinees select difficulty levels of items administered. This study investigated three variations of prior information provided when taking a SAT: (a) No Information: Examinees selected item difficulty levels without prior information; (b) View: Examinees inspected a typical item from each difficulty level prior to the SAT; (c) Route: Examinees answered a typical item from each difficulty level and were informed prior to the SAT of the level that best matched their performance. No significant difference in test performance or level of anxiety was found as a function of providing examinees more information.

Educational and Psychological Measurement, Vol. 55, No. 5, 736-742 (1995)
DOI: 10.1177/0013164495055005004


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