Computer Adaptive Testing (CAT) is a form of computer based testing that adapts to the examinee's ability level. (Wikipedia, 2014) Most CAT was researched and developed in the late 20th century to the early part of the 21st century. Studies of this new type of technology started gaining momentum around 2005. But in reality, adaptive testing started with Alfred Binet in 1905. (Linacre,2000) Binet manually compiled questions based on difficulty that could be tailored to the student's ability level. Over the years others have taken Binet's ideas and moved them forward especially in the 1980's with Flexilevel, Step and Testlets. CAT isn't just for students. Healthcare providers have used this type of technology for patient diagnosis for years.

As Common Core has recently dominated the educational world, CAT is being discussed and researched among several states to diagnose aptitude of these state standards. The various CAT technologies promote themselves as having the answer to standardized testing. CAT is also promoted as being efficient and diagnostic. Click on the link below from Education Week to understand more how CAT is assessing Common Core.

http://www.edweek.org/dd/articles/2012/10/17/01adaptive.h06.html

How does CAT work?

Computer Adaptive Test technology is an online test. CAT technology has a bank of questions ranging in difficulty. Typically, the student is first given an intermediate level question. If the student gets the question right, the next question is more difficult. If the student gets the question wrong, the next question is a slightly easier. This process continues as the algorithm is determined when the student starts to plateau to determine a score.

Image 1:Dichotomous CAT Test Administration (Rasch 2012)

A psychometrician is needed to correctly choose and analyze questions for CAT. Properly identifying and then presenting these questions is the goal of every adaptive test.(Davey,2011) The validity of a CAT is determined by it's question bank.

CAT and Item Response Theory (IRT).

IRT typically is used to create question banks in CAT. IRT is a mathematical procedure that “calculates” (determines)for each item the probability that a student with a given ability level will be able to answer it correctly. This makes it possible to customize a test that is targeted to the ability level of each test taker. (Green,2012)

Experiential Learning theory has been mentioned in regards to computer adaptive testing. William J. van der Linden mentions this in his writings. After a student completes the CAT and receives his scores, the student will then have a clear outline of where his strengths are and where he needs to improve. Having a plan in place will allow the student to go forward with the experiences necessary to achieve his goals.

Another theory is Vtgotsky's Zone of Proximal Development which mirrors the experiential learning theory. Vygotsky and some educators believe education's role is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning.(Wikipedia,2014) As previously mentioned, the goal is to have a plan in place to advance student learning.

Standardized testing has been around for decades. Most students don't look forward to these types of assessments. They are time-consuming and often times mind numbing. In addition, some unfortunate students suffer from test anxiety. With computer adaptive testing, the concept is to adapt it quickly to the students skill level, reducing the amount of stress the student feels, and deliver an immediate reliable score.

With Common Core being implemented in several states, the question remains how to assess these new state standards. With that said, several test publishers have taken on the challenge of developing a computer adaptive test. The market is at its peak now as many have touted a faster, more reliable format. At least 20 states have indicated that they will move toward computer adaptive testing for the 2014-15 school year. (Davis,2012) Two of the most talked about government-funded initatives is PARCC (Partnership for Assessment of Readiness for College and Careers) and SBAC (Smarter Balanced Assessment Consortium)

PARCC-Adopted so far by 22 states and the District of Columbia, the PARCC program offers a common set of K–12 assessments in English and math. These new K–12 assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from Grade 3 onward, and provide teachers with timely information to inform instruction. (Houghton, Mifflon,Harcourt, 2014)

SBAC-The Smarter Balanced program has been adopted by 25 states to date. This consortium’s assessments will “support and inform instruction, provide accurate information about what students know and can do, and measure student achievement against standards designed to ensure that all students gain the knowledge and skills needed to succeed in college and the workplace.” (Houghton, Mifflon, Hartcourt, 2014)

The goal of both tests is to offer transparency to the testing process and to assess high level thinking skills using performance tasks. By doing this, students will have college readiness skills to be successful in post- secondary education.

Computer adaptive testing is big business in education. While they have been around for some time, like Measures of Academic Progress (MAP), the push for more reliable systems has been evident with the adoption of common core. As students graduate highschool, it has become known that not all students are college ready. ACT-Compass exam is another example of adaptive testing. Students are placed into the appropriate classes based on their score. This concept has eliminated student and staff frustration of students going into inappropriate level classes. Studies show that student drop rates has decreased with the adoption of said assessment. In the area of adult education, Test of Adult Basic Education (TABE) adaptive assessment can offer less stress to the student coming back into education after dropping out. TABE is also used by employers to assess career readiness skill level. In addition to these tests, the Graduate Record Examination (GRE) is another example of computer adaptive testing. These examples promote cost effectiveness, saving time and resources, while yielding an immediate reliable and secure score.

With states adopting Common Core state standards, a reliable assessment is a must to determine if this new initiative is working effectively. While I don't agree with testing students to show proficiency, standardized testing is here to stay. With that said, my concern is not necessarily all about the validity or reliability of the test, but the needs of the students. These are our most important stakeholders. If we as educators are required to test our students, then I vote for a test that yields the least amount of stress on the student while being assessed. Our program has been investigating the TABE adaptive test for about a year now. Currently we administer TABE paper/pencil version. This adaptive version would save over 10 minutes, with one test instead of the two test version we use now. Scores are immediate, saving time and staff resources. Another feature that is inviting is the diagnostic feature. Students who have a learning plan in place before class starts typically complete the program successfully. (DAISI,2014)

As an administrator, I have to mindful of budget constraints. Cost effectiveness is a must along with the least stress on resources and staff to implement these assessments. I do like the ease of use of CAT and the fact that they are administered on the computer meets the technology needs of students today. Most students come into our adult education with access to technology and mobile devices.

Many groups have spoken out about common core and adaptive testing. When Googled, you can see pages and pages of groups who are opponents of CAT. One state that is often in the news is Utah as they implement Common Core and the CAT called SAGE. Parents feel their students are overtested to the point of turning them into widgets.(Wood,2014) Educators are mindful of the data driven results showing where they must achieve success. I'm sure, as with all tests, have people who disagree with its design, validity, etc. However, if we are required to test these students on Common Core, the tests should be one that has all the qualities previously mentioned.

Computer Adaptive Testing can be the answer to a more personalized learning environment for the student. With more reliability and validity, it is used among educators to tailor instruction and provide the student a learning path in which to follow. While there are pro's and con's to every technology, I believe that CAT has proven its worthiness when assessing the Common Core standards. This information can not only further student progress but also be an asset to monitor teacher progress. Administrators and educators alike should buy-in to this new technology to advance student learning.

It would be my recommendation to research the best CAT option for your educational needs. My Adult Education program has chosen to go with TABE adaptive test for our students as it not only provides a reliable score but also has a diagonostic feature that yields a specific learning path for GED students to follow. While we need to reach benchmarks and have data driven results, administrators and educators need to be mindful of our most important stakeholder-the student.