Abstract
By the end of the 20th century, the most common and traditional paper and pencil tests (PBT) were faced with an increasing set of difficulties and drawbacks. Proceed and meet the measurement and evaluation needs of the 21st century; it is mandatory to have radical and qualitative changes. The accelerating pace of technological innovation in Education shows a clear path to computer-based testing, which offers a more engaging and innovative testing environment, as well as the ability to obtain instant results and feedback, the use of dynamic, multimedia learning objects (LO), and the implementation of adaptive, individualized assessment approaches. In this sense, this paper presents an adaptive formative assessment framework in which test adaptation is based on multiple criteria. The presented system bases its adaptation on the test takers' proficiency, schemata, desirable learning goal, cognitive level, and learning style. The main objective of this paper is to discuss the value of the adaptive testing system. Therefore, it presents the design and implementation of the system and the adaptive rules employed.
Highlights
Nowadays, in this era of globalization, technological developments have opened up many electronic learning environment opportunities
Computerized Adaptive Testing (CAT) is an area of research emerging from psychometrics that has been adopted in recent years for summative and formative assessment tasks in e-learning environments
This paper presents the components and processes of creating an adaptive hypermedia assessment system in which adaptation criteria can be defined to meet different pedagogical objectives
Summary
In this era of globalization, technological developments have opened up many electronic learning environment opportunities. Computerized Adaptive Testing (CAT), in contrast to the traditional Paper and Pencil Test (PPT), is a process of test administration in which each student receives a tailored assessment based on his/her skills and abilities [1][3][4]. The adaptive assessment encourages candidates' motivation and avoids boring them by presenting tests appropriate to their knowledge level and competence. We first present our personalized and adaptive educational system called CleverUniversity, where each learner receives appropriate content according to her/his aptitudes, abilities, and learning style [8]. The current paper emphasizes presenting the adaptive formative assessment framework called CleverTesting, where the adaptation is based on a set of specific criteria, such as the competency, the pedagogical goals, the cognitive level, the needs, and the learning style of the test takers.
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