In this new era of technology we are able to help students learn more efficiently and effectively in and outside the classroom. One area where this can be extremely beneficial is when it comes to assessments. Testing students has been a very touchy subject within the last decade. People are worried that we are testing kids too much and are taking away from actual real-world learning experiences. The fact of the matter is, we need to be able to gauge where a student is at in order to know how to move forward with instruction and what they still need to know. I have been a teacher for the past 9 years and have seen tests given and used in seemingly pointless ways (as final summative endpoints with no room for reflection, growth, or recursive learning coming from the results), while on the other hand I have seen others where data collected from them helped create meaningful interventions, enrichment, and instruction. I strongly believe that Computerized Adaptive Testing is the answer to all of our testing woes, because it meets students where they are at and provides them with an individualized, efficient and more precise way to assess their knowledge. These tests allow teachers access to more specific information pertaining to each learner which allows for meaningful instruction and interventions to take place.

Computer adaptive tests are paving the way of future assessment.  If used correctly, they can provide a very personalized experience for each student and provide very valuable information to educators.  CATs are given on computers and are usually aligned with learning standards.  Students are given a wide range of questions and as they are answering, the algorithms within the test adapt to student responses in order to gauge the very precise level of the test taker.  When a student gets a question correct, the level of difficulty increases, and if they get a question wrong, the questions may get easier.  This method allows for quicker turn around time for results, and plenty of data for instructors to use to create meaningful instruction. 

“(CATs) are a sophisticated method of test delivery based on item response theory (IRT). They operate by adapting both the difficulty and quantity of items seen by each examinee.” (Adaptive Testing). This type of testing aims to meet the test takers where they are and change according to their responses. If a learner gets a question wrong, the next question will be easier, and if they get it right the level of difficulty increases. Because the test adapts to the answers, it is able to calculate the ability level of the person in question much faster than by traditional testing means. The below video gives a good definition and easy to understand analogies on Computerized Adaptive Testing.

Below is an example of a possible pathway to finding the ability level of an examinee. Notice when the student gets a question correct, the level of difficulty rises, and vice versa.

CATs use a very large item bank to pull questions from. The more items that are administered, the more precise the measurement of ability level. See the chart below to show the true differences between traditional testing and adaptive testing.

The push towards differentiation and individualized instruction aligns perfectly with adaptive tests.  Traditional tests gives each student the same set of test questions, while CATs are able to personalize the assessment experience for each test taker.  The traditional test is created for the average student and may be over the head or too easy for many.  The immediate results and ubiquitous style makes it a much more meaningful experience for teachers and students alike.

There are several important theories to understand when discussing CAT. One of them is the Item Response Theory which is the theory that the CAT is based on. The below video explains this complex mathematical theory.

According to Psychometrictest.org, the IRT is, “ also known as latent trait theory or modern mental test theory; is a relatively new approach to psychometric test design. Whereas classical test theory focuses on the test as a whole, item response theory shifts its focus to the individual items (questions) themselves.” ("Item Response Theory")

This theory is what makes CAT adaptive in nature. It allows the computer to pay attention to each test item, rather than how the student performs on the test. There are many different models of IRT, but all of them allow for test item banking, which ensures a different testing experience for each candidate. An item bank is an accumulated collection of test questions of varying difficulty and content. Building a large item bank is a prerequisite for CAT. The computer needs to be able to pull from the various questions in order to correctly identify the candidate’s ability level with the subject matter.

Another theory important to implementing and understanding CAT is the Psychometric Theory. There are many different types of Psychometric Theories, and their goal is to measure intelligence. They can do this by analyzing different questions sets based on vocabulary, analogies, number sets and patterns, and various other pieces of information that aids in understanding one’s mental ability. ("Psychometric Theory")

A very simplified definition can be found in the video below.

Psychometrics originated in the end of the nineteenth century, when Francis Galton began the Antropometric Laboratory to experiment with and understand psychological attributes. The challenge of creating tests with high validity and reliability were what all theorists were trying to achieve. Validity continues to be questioned and is hard to define in the area of psychology. ("Psychometric Theory").

There are many advantages to Computerized Adaptive Testing over traditional paper-pencil or non-adaptive tests. This test is more intelligent and gives a more precise measurement of student ability. One of the big advantages is that tests can be shorter in length. With shorter tests, examinees will not become fatigued and will perform their best through to the end. CAT’s can reduce testing time by at least 50% by still maintaining a high reliability rate (Jian-quan, 2007).

Tests are individually paced so students do not have to wait for others to continue onto higher leveled material. Those that may need more time will not feel as much test anxiety because they know everyone is working at their own pace and feel less pressure to finish quickly.

Computerized testing makes test management simple. Tests are available on demand, and results can be given immediately. On demand testing takes away the need for printing, scheduling, or other paper-based concerns. Test security is also high because there are no administering of test booklets, and every test is different so students are unable to screenshot or share questions they are administered. (Jian-quan, 2007).

Overall, it is a better experience for all examinees because the test is individualized. They feel a challenge appropriate for their ability level, with a wide range of test items. “These can include moving images, sounds, and items that change their appearance based on responses to previous items.” (Jian-quan, 2007) Therefore, the test is more efficient and precise in its results.

One of the major limitations of Computerized Adaptive Testing is the need for computers in the testing setting. It makes the most sense to have a large quantity of computers available, and in some schools this is not possible due to financial reasons. A lot of CATs also require up-to-date programs and software which is also financially difficult for some districts. Paper and pencil tests is more cost efficient in these settings.

CATs individualized testing environment gives every testee a different set of questions. There could be space for inequities as a result of this. That is why it is very important for a large number of items to be given to the examinee in order to insure their ability is properly and equitably assessed.

Another disadvantage to using CAT’s is that candidates are usually unable to go back and change their answers. Every item is adjusted based on the response to the prior, so going back does not mesh well with the way the test is set up. The above chart shows you the process the test goes through in order to figure out the stopping point of a test, which could be greatly affected if students were allowed to go back and change answers.

Another limitation of using CAT is that it cannot be used to assess all subjects and skills. There isn’t much space for testing creative thinking or subjective content areas. However, this is true for most pencil in bubble sheets as well.

The whole idea of CAT is innovative in itself. Standardized tests can now be individualized and give more precise, accurate, reliable, and immediate feedback both to instructors and examinees. An innovative way I see this already being used in the classroom setting with apps and learning games. At my school in grades K-2 we use a program called Smarty Ants and it is an early literacy program directed toward primary students. Students take an assessment at the beginning of the program which gives them their appropriate level and continue forward with different games and learning activities tailored to them specifically. You can see the introduction video to this program below.

Teachers and parents know that the children are getting an authentic learning experience by using it and the children enjoy the fun and challenging content.

Another innovative way that CAT is being used is in the world of business. Business owners and companies are able to use adaptive tests when searching for new employees. As the applicants answer a series of questions, they can either be weeded out based on answers or moved up higher in the interview process if their answers fit with the qualifications and traits desired for the job.

Computerized Adaptive Tests are also being widely used in the medical field. Once example is assessing physical functioning in children and adolescents. According to Stephen M Haley PhD PT, it has helped with “the accuracy and (2) the reduction in amount of time and effort in assessing physical functioning (self‐care and mobility domains) of children and adolescents using computer‐adaptive testing (CAT).” (Haley, Ni, Fragala-Pinkham, Skrinar, & Corzo, 2007)

At the school where I currently work, we use a test called the NWEA MAP test (Northwest Evaluation Association Measure of Academic Progres).  This test is very innovative because it is a computer adaptive assessment.  Most schools use it as an interim assessment, which means it is given at various points in the school year to help shape and differentiate instruction.  We give it to our students 3 times a year.  We use the data that is collected to help create intervention and enrichment groups.  We use the Learning Continuum report (you can see an example of this report below) in order to see what specific skills and areas the students may need extra help or support.  There score is presented as a RIT score.  The RIT score is a tool of measurement that tracks the students growth from K-12th grade.  It is so neat to be able to focus and celebrate student growth after giving a test rather then giving an assesssment and not being able to give the students any feedback on how they performed.  

The Learning Contiuum gives teachers specific information on student ability level.

In conclusion, Computerized Adaptive Tests are the future of testing. They provide a very individualized, challenging experience for examinees.  The below chart shows you what an individualized pathway could look like.

 I believe that with the use of these tests, we gain a more accurate measure of the ability level of the test takers, and will therefore require less time testing students and more time for quality authentic instruction that meets them where they are at. These types of tests give precise reliable data immediately which allows for accurate intervention or enrichment to take place at a much quicker rate than any paper and pencil or non-adaptive test ever could. The possibilities and uses are endless from the hiring process to the physical therapy room. CAT’s are only becoming more accurate and reliable as technological advances continue to increase. From a teacher’s perspective, I think we all need to appreciate the innovation that is in front of us and this valuable testing tool we can all appreciate rather than scorn.

[Digital image]. (n.d.). Retrieved March 17, 2019, from https://apasseducation.com/wp-content/uploads/2017/06/screen_shot_2016-02-09_at_10.36.12_am2859.png?t=1496369059397&width=499&name=Screen_Shot_2016-02-09_at_10.36.12_AM.png

Adaptive Testing | Computerized Adaptive Testing, Educational Assessment | Assessment Systems. (n.d.). Retrieved March 17, 2019, from https://www.assess.com/adaptive-testing/

Haley, S. M., Ni, P., Fragala-Pinkham, M. A., Skrinar, A. M., & Corzo, D. (2007). A computer adaptive testing approach for assessing physical functioning in children and adolescents. Developmental Medicine & Child Neurology,47(2), 113-120. doi:10.1111/j.1469-8749.2005.tb01099.x

Item Response Theory. (n.d.). Retrieved March 17, 2019, from https://www.psychometrictest.org.uk/item-response-theory/

Jian-quan, T. (2007). An Introduction to the Computerized Adaptive Testing. US-China Education Review,4(1), 26th ser., 1-10. Retrieved March 17, 2019, from https://eric.ed.gov/?id=ED497385.

Psychometric Theory. (n.d.). Retrieved March 17, 2019, from https://www.sciencedirect.com/topics/computer-science/psychometric-theory