Lessons learned about the application of adaptive testing in several first-year university courses Online publication date: Thu, 30-Jun-2022
by Anna Maria Angelone; Alessandra Galassi; Pierpaolo Vittorini
International Journal of Learning Technology (IJLT), Vol. 17, No. 1, 2022
Abstract: The adoption of computerised adaptive testing (CAT) instead of classical testing (FIT) raises questions from both teachers' and students' perspectives. The scientific literature shows that teachers using CAT instead of FIT should experience shorter times to complete the assessment and obtain more precise evaluations. As for the students, adaptive testing seems to increase their engagement, whereas the impossibility to revise the already given questions is usually seen as a detrimental characteristic. In such a context, the paper reports on a study concerning the aforementioned points. The outcomes seem almost all inline with the literature: no particular usability issues were detected, CAT is faster than FIT, and CAT does not seem more engaging than FIT. All these findings are reported in the conclusions as a list of suggestions to teachers interested in switching from FIT to CAT.
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Learning Technology (IJLT):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email subs@inderscience.com
Our Blog 
Follow us on Twitter 
Visit us on Facebook