Computerized adaptive testing as a technology-enabled alternative to factory-style assessment¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article frames schools and accountability policies as built on a factory model that produces a consistent product, and presents computerized adaptive testing (CAT) as a different approach enabled by technology and used by increasing numbers of schools. CAT "provides a more precise, accurate picture of the achievement levels of both low-achieving and high-achieving students by adjusting questions as the testing goes along." The framework links adaptive measurement to instructional use of results.

Design Implications¶

Context¶

Requirements¶

• Computer-based delivery that can adjust question selection as the test progresses

Constraints¶

• The article positions CAT against accountability and assessment policies it says reinforce a factory-style model

Target Learners¶

• K-12 students of varying achievement levels

Target Learning Objectives¶

• Accurate measurement of current academic achievement

Claims¶

• CAT adjusts test questions as the testing goes along [+W]
• Immediate, informative test results enable teachers to differentiate instruction to individual needs [+W]

Related Theories¶

Examples¶

• Adopt computerized adaptive testing to serve both low- and high-achieving students
• Weigh stated considerations before adopting computerized adaptive testing

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/