Computerized Adaptive Test based on Item Response Theory in E-Learning System

Abstract

Computerized Adaptive Test (CAT) is a computer-based test framework which has ability to customize questions items given to the learner based on their estimated ability. In this research, the CAT system is build using Item Response Theory (IRT) techniques to develop an adaptive system based on question item's difficulty level and students' ability level. Moreover, to figure out the effectiveness of this CAT system, we do some experiments by comparing the average post-test score of students in CAT system and conventional system. The experiments result reveals that the average post-test score of students in the CAT system is much higher than the average post-test score of students in traditional test system.

Diseño Y Validación De Un Modelo De Evaluación Dinámica Basado en La Teoría De Respuesta Al Ítem

“…Respecto a los elementos segundo y tercero, diversos trabajos como e-Adaptive (Kustiyahningsih & Dwi Cahyani, 2013), Flip (Barla et al, 2010), CIA (Jiménez et al, 2008), AHA 3.0 (De Bra et al, 2007), SIETTE (Conejo et al, 2004), e Inspire (Papanikolaou et al, 2003), los definen a partir de la Teoría de Respuesta alÍtem o TRI. Esta aproximación brinda bases probabilísticas al problema de la medición de rasgos indirectamente observables, también denominados rasgos latentes, como lo es el nivel de conocimiento.…”

A Study of Stakeholder Perspectives of Enterprise Architecture Methodology (Togaf Framework)

“…and the mission of achieving the targeted results. Enterprise information architecture will become a reference in the term technology investment short and long term by considering the interests of a whole (Kustiyahningsih, 2013).…”

Multidimensional Computerized Adaptive Testing for Indonesia Junior High School Biology

“…Thomson and Weiss (2012) suggest that a randomization technique is used, such as considering a scale from -0.5 to +0.5 of item difficulty as initialization. Another suggestion is to consider the background information of students that can be gathered from classroom tests or even pre-tests conducted prior to CAT initialization (Kustiyahningsih & Cahyani, 2013). To some extent, the initial ability estimation in MCAT uses one of these existing procedures where the initial ability (θ) estimate is assumed to be 0.…”

“…It would allow the other 100 items to be rotated into different positions when administered to test takers. Some CATs also use fewer items; Veldkamp and van der Linden employed a 176-item pool (as cited in Reckase, 2009), while Kustiyahningsih and Cahyani (2013) had 180 items in their CAT item bank. Reckase (2009), states that "with an MIRT CAT of 60 items, it seems to be enough information to overcome the influence of the prior distribution so the bias seems to be minimal" (p. 324).…”

“…UCAT was first used in educational assessment as American university placement tests in 1994 (Meijer & Nering, 1999). While, UCAT development in Indonesia has been started by Kustiyahningsih and Cahyani (2013) for the subject of the Indonesian language. According to Reckase (2009), after 1999 most available CATs are MCATs.…”