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ERIC Number: EJ1189952
Record Type: Journal
Publication Date: 2015-Jun
Pages: 4
Abstractor: ERIC
ISSN: ISSN-0164-775X
Computer-Adaptive Assessments: Fundamentals and Considerations
Mitchell, Alison M.; Truckenmiller, Adrea; Petscher, Yaacov
Communique, v43 n8 p1, 22-24 Jun 2015
As part of the Race to the Top initiative, the United States Department of Education made nearly 1 billion dollars available in State Educational Technology grants with the goal of ramping up school technology. One result of this effort is that states, districts, and schools across the country are using computerized assessments to measure their students' skills, progress, and performance outcomes. Use of these assessments can provide a number of potential advantages linked to increased efficiency of testing and enhanced feedback. However with computerized assessments, comes potential for a lack of perceived transparency of results and logistical considerations that schools must address. While a number of computerized assessments are strictly computerized versions of traditional paper-pencil assessments or use a fixed item number format, a number utilize the framework of adaptive assessment. This article provides an introduction to the "black box" of how Computer-Adaptive Assessments (CAAs) function, noting some of the benefits as well as some considerations that may arise in reviewing or using these assessments.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A