Item banking and computerized adaptive testing with Rasch measurement: an example for primary mathematics in Thailand

Document Type

Book Chapter


Nova Science Publishers


Faculty of Education and Arts


School of Education / Fogarty Learning Centre




Chuesathuchon, C. , & Waugh, R. F. (2010). Item banking and computerized adaptive testing with Rasch measurement: an example for primary mathematics in Thailand. In Russell F. Waugh (Eds.). Applications of Rasch Measurement in Education (pp. 1-36). Hauppauge, New York: Nova Science Publishers. Available here.


This study was conducted in Thailand in three parts (creating an item bank, designing a Computerized Adaptive Test (CAT) and analysing an attitude to CAT questionnaire). In the first part, 290 multiple-choice test items on mathematical equations were created for an item bank for use in part two. They consisted of nine aspects: (1) identifying an equation; (2) identifying the true equation; (3) identifying equations with an unknown; (4) finding the value of an unknown that satisfies the equation; (5) identifying a method to solve an equation; (6) finding the solutions to equations; (7) finding a solution to an equation related the given condition; (8) selecting an equation converted from a verbal problem or a verbal problem related to an equation; and (9) solving an equation problem. Seven papers with 50 items each, containing 40 different items and 10 common items, were administered to 3,062 students of Year 6 (Prathom Suksa 6). There were 409, 413, 412, 400, 410, 408, and 610 students taking part in the 1st to the 7th tests respectively. The data were analysed with the Rasch Unidimensional Measurement Model (RUMM 2010) computer program. Ninety-eight test items fitted the measurement model and were installed in the item bank. In part two, a computer program for CAT was created, tested, and modified after trialling. A controlled experiment involving the use of CAT with 400 Prathom Suksa 6 students from two primary schools in Ubon Ratchathani province, Thailand, was implemented. In part three, the RUMM 2010 computer program was used to create a linear scale of Student Attitude towards Computerized Adaptive Testing. Attitude was conceptualised from five aspects: (1) Like and Interest in CAT; (2) Confidence with and Use of CAT; (3) CAT as Modern and Useful; (4) CAT is Reliable; and (5) CAT Recommendations. Data were collected from 400 Prathom Suksa 6 students and an interval scale was created with 30 items. Students were very supportive of the use of CAT with an item bank.