ERIC Number: ED118577
Record Type: Non-Journal
Publication Date: 1975-May-1
Reference Count: N/A
Adaptive Testing as a Significant Process in AIM.
Hansen, Duncan N.
To what degree testing can become adaptive is considered in three ways: from a formal methodological perspective; from a human process, stability, perspective; and from a sub-system or component view within an adaptive instructional system (AIS). With the advent of large computer-based training systems, the opportunity to broadly implement adaptive testing models and contrast them in terms of their adaptive nature has come to its moment of truth. It, therefore, seems appropriate to describe various computer paradigms which are representative of one or more models. This completes the first third of this paper. Testing has long been considered adaptive if the situation is made easier or more relaxing for the student. As this paper illuminates, it is perhaps more important to increase the challenging aspects of the test adaptation, even to stressing characteristics in order to improve both reliability and validity. Adaptive testing can be considered within the context of a total AIS framework. To what degree does it provide for time savings and for enhanced systems improvement? It is in this last area that so little experience and data are available. What little data and conjecture that can be accumulated at this time is presented to complete the overview of adaptive testing. (Author/RC)
Descriptors: Academic Ability, Adaptive Testing, Computer Assisted Testing, Computer Oriented Programs, Educational Testing, Individualized Programs, Instructional Systems, Measurement Techniques, Models, Response Style (Tests), Scoring, Student Characteristics, Test Construction, Test Interpretation, Test Reliability, Test Selection, Test Validity
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Memphis State Univ., TN. Bureau of Educational Research and Services.