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Real-Life Applications of Competence-Based Test Development to the Construction, Improvement, and Shortening of Tests

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Title: Real-Life Applications of Competence-Based Test Development to the Construction, Improvement, and Shortening of Tests
Language: English
Authors: Pasquale Anselmi (ORCID 0000-0003-2982-7178), Jürgen Heller, Luca Stefanutti, Egidio Robusto, Giulia Barillari
Source: Education and Information Technologies. 2025 30(14):20735-20766.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 32
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Competency Based Education, Test Construction, Test Length, Usability, Program Improvement, Mathematics Tests, Test Validity, Middle School Students, High School Students, Test Items, Answer Sheets, Student Evaluation, Accuracy, Test Format
DOI: 10.1007/s10639-025-13581-x
ISSN: 1360-2357
1573-7608
Abstract: Competence-based test development (CbTD) is a novel method for constructing tests that are as informative as possible about the competence state (the set of skills an individual masters) underlying the item responses. If desired, the tests can also be minimal, meaning that no item can be eliminated without reducing their informativeness. To demonstrate the usefulness and usability of CbTD in practice, this work illustrates real-life applications to the construction of a test from scratch, and the improvement and shortening of existing tests. In particular, a test for the assessment of students' mathematical formulation is constructed from scratch and validated using empirical data collected from middle and high school students. A booklet of the TIMSS 2003 eighth grade mathematics test is improved by adding a minimal set of items appropriately selected from another booklet of the same test, and the resulting booklet is compared with the original one. Finally, a shortened form of a well-known fraction subtraction test is developed and compared to other forms of the same length. The findings suggest that CbTD can help to improve the development of tests by identifying specific items needed to assess particular competence states. It can also support assessment practice in at least two respects: by enabling an unambiguous and precise identification of individuals' competence states, which helps plan personalized interventions, and by allowing for assessments that are shorter but just as accurate as longer ones.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484014
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Competence-based test development (CbTD) is a novel method for constructing tests that are as informative as possible about the competence state (the set of skills an individual masters) underlying the item responses. If desired, the tests can also be minimal, meaning that no item can be eliminated without reducing their informativeness. To demonstrate the usefulness and usability of CbTD in practice, this work illustrates real-life applications to the construction of a test from scratch, and the improvement and shortening of existing tests. In particular, a test for the assessment of students' mathematical formulation is constructed from scratch and validated using empirical data collected from middle and high school students. A booklet of the TIMSS 2003 eighth grade mathematics test is improved by adding a minimal set of items appropriately selected from another booklet of the same test, and the resulting booklet is compared with the original one. Finally, a shortened form of a well-known fraction subtraction test is developed and compared to other forms of the same length. The findings suggest that CbTD can help to improve the development of tests by identifying specific items needed to assess particular competence states. It can also support assessment practice in at least two respects: by enabling an unambiguous and precise identification of individuals' competence states, which helps plan personalized interventions, and by allowing for assessments that are shorter but just as accurate as longer ones.
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        Value: 10.1007/s10639-025-13581-x
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      – Text: English
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      Pagination:
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        Type: general
      – SubjectFull: Test Construction
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      – SubjectFull: Test Length
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      – SubjectFull: Usability
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