Computerized adaptive testing (CAT) as an assessment component¶

Element · All elements
Evidence · 3 claims (3 for) · 2 studies (2 theoretical), q1 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

Computerized adaptive testing (CAT) is a technology-based assessment approach in which the test adjusts its questions as testing proceeds. The article introduces it as an approach "being used by increasing numbers of schools" and explains that it gives a more precise, accurate picture of achievement for both low-achieving and high-achieving students. It serves as the measurement component that produces the immediate results teachers use for differentiation.

Design Implications¶

Context¶

Requirements¶

• Computerized delivery capable of adjusting questions during testing

Constraints¶

Target Learners¶

• K-12 students, including both low-achieving and high-achieving students

Target Learning Goals¶

• Precise measurement of student achievement levels

Claims¶

• CAT adjusts test questions as the testing goes along [+W]
• Computerized adaptive testing selects test questions based on test takers' answers to previous questions [+W]
• CAT has the potential to be more valid and reliable than non-adaptive tests [+W]

Related Elements¶

• Computerized adaptive tests (CATs) as a motivational design feature in low-stakes assessment
• Reading comprehension test with passages aligned to Common Core State Standards administered under computerized adaptive test designs

Examples¶

• Adopt computerized adaptive testing to serve both low- and high-achieving students
• Innovate PRO assessment with short index questions, computerized adaptive testing and conversation tools

Key Sources¶

• Freeman, E. (2014). The potential of adaptive assessment. Education Leadership, 71(6). https://www.nwea.org/research/publication/the-potential-of-adaptive-assessment/