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Steven Nydick

Publications and source records attributed to Steven Nydick.

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S2A3: Thompson Sampling and Stochastic Exposure Control for High-Stakes CATs

High-stakes computerized adaptive tests (CATs) require a continuous supply of calibrated items, yet traditional item piloting is slow, expensive, and operationally hazardous. We introduce the S2A3 framework -- Soft Scoring (S2) and Adaptive Adaptive Administration (A3) -- which unifies item calibration and test administration into a single online process. Thompson sampling enhances item selection by drawing provisional parameters from each item's posterior distribution and selecting the item maximizing expected Fisher information, naturally routing uncertain items to informative test-takers while maintaining measurement precision. Soft scoring integrates over parameter uncertainty so that incompletely calibrated items exert appropriately attenuated influence on ability estimates. A stochastic variant of Sympson-Hetter exposure control balances measurement efficiency against bank security via a tunable temperature parameter and item-specific weights. We validate S2A3 on Yes/No Vocabulary and Vocabulary-in-Context tasks from the Duolingo English Test, demonstrating rapid item calibration and preserved scoring reliability even when cold-start items constitute a significant fraction of the active pool.

stat.AP

Exploring AI-Enabled Test Practice, Affect, and Test Outcomes in Language Assessment

Practice tests for high-stakes assessment are intended to build test familiarity, and reduce construct-irrelevant variance which can interfere with valid score interpretation. Generative AI-driven, automated item generation (AIG) scales the creation of large item banks and multiple practice tests, enabling repeated practice opportunities. We conducted a large-scale observational study (N = 25,969) using the Duolingo English Test (DET) -- a digital, high-stakes, computer-adaptive English language proficiency test to examine how increased access to repeated test practice relates to official DETscores, test-taker affect (e.g., confidence), and score-sharing for university admissions. To our knowledge, this is the first large-scale study exploring the use of AIG-enabled practice tests in high-stakes language assessment. Results showed that taking 1-3 practice tests was associated with better performance (scores), positive affect (e.g., confidence) toward the official DET, and increased likelihood of sharing scores for university admissions for those who also expressed positive affect. Taking more than 3 practice tests was related to lower performance, potentially reflecting washback -- i.e., using the practice test for purposes other than test familiarity, such as language learning or developing test-taking strategies. Findings can inform best practices regarding AI-supported test readiness. Study findings also raise new questions about test-taker preparation behaviors and relationships to test-taker performance, affect, and behaviorial outcomes.

cs.CY