Comparer des méthodes

	Validité de construit dans les tests adaptatifs informatisés (TAI)	Fonctionnement différentiel des items (FDI)
Domaine	Psychométrie	Psychométrie
Famille	Latent structure	Latent structure
Année d'origine	1989–2000s	1970s–1993
Auteur d'origine	Samuel Messick (unified validity framework); CAT application formalized by Wainer, van der Linden, and colleagues	William H. Angoff and colleagues (ETS); systematized by Holland & Wainer
Type	Validity evaluation / psychometric evidence gathering	Item-level bias detection
Source fondatrice	Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational Measurement (3rd ed., pp. 13–103). American Council on Education / Macmillan.	Holland, P. W. & Wainer, H. (Eds.) (1993). Differential Item Functioning. Lawrence Erlbaum Associates. ISBN: 978-0805809589
Alias	CAT construct validity, adaptive test construct validation, CAT validity evidence, construct validity evidence in CAT	DIF, item bias analysis, measurement non-equivalence, item-level measurement bias
Apparentées	6	5
Résumé	Construct validity in computerized adaptive testing evaluates whether the latent trait estimates produced by a CAT instrument genuinely measure the intended psychological or educational construct. Because adaptive algorithms select items individually for each examinee, the validity evidence gathered must account for the variable item exposure and the IRT-based scoring that are unique to CAT administrations.	Differential item functioning identifies test or survey items that behave differently for examinees from different groups — such as gender, ethnicity, or language background — after controlling for the underlying ability or trait being measured. DIF analysis is essential for fairness evaluation in educational testing and psychological scale development.