Students’ perceptions of Computerised Adaptive Testing in higher education

Abstract

The COVID-19 pandemic has forced higher education institutions (HEIs) to re-look at their assessment strategy as learning, development, and engagement move more fluidly into the online arena. The purpose of this research was to investigate students' academic and personal perceptions of computer adaptive testing (CAT) in higher education to understand students’ confidence in adopting CAT. Using a quantitative descriptive research design, an online questionnaire was administered to students at private and public HEIs in South Africa, with 600 respondents. The study found that the students were comfortable engaging in online learning and expressed positive perceptions of adopting CAT, with most respondents recommending it for implementation. Students believe that CAT allowed for more productive interaction with material which meets their needs and learning preferences without feeling overburdened. The findings of the study provide HEIs with valuable information on key managerial implications to ensure the successful adoption and implementation of CAT.