Design of Computerized Adaptive Testing Module into Our Dynamic Adaptive Hypermedia System

Abstract

By the end of the 20th century, the most common and traditional paper and pencil tests (PBT) were faced with an increasing set of difficulties and drawbacks. Proceed and meet the measurement and evaluation needs of the 21st century; it is mandatory to have radical and qualitative changes. The accelerating pace of technological innovation in Education shows a clear path to computer-based testing, which offers a more engaging and innovative testing environment, as well as the ability to obtain instant results and feedback, the use of dynamic, multimedia learning objects (LO), and the implementation of adaptive, individualized assessment approaches. In this sense, this paper presents an adaptive formative assessment framework in which test adaptation is based on multiple criteria. The presented system bases its adaptation on the test takers' proficiency, schemata, desirable learning goal, cognitive level, and learning style. The main objective of this paper is to discuss the value of the adaptive testing system. Therefore, it presents the design and implementation of the system and the adaptive rules employed.

Identification of Student’s Characteristics in Adaptive Learning System: Systematic Literature Review

“…Mobile learning [37], [38] Learning style E-learning and traditional educational [39] Learning style, initial knowledge and motivation E-learning [40] Learning style, knowledge level, prior knowledge, learners' preferences E-learning -DAHS [41] Cognitive styles; learning behaviour and browsing behaviour E-learning [42] Learning style and learning motivation E-learning [43] Learning style and cognitive level…”

“…Learning style VARK questionnaire [29], [36] Learning style ILS questionnaire [18], [19], [40], [41], [43]- [45], [25], [26], [28], [32]- [34], [37], [38] Learning style Questionnaire -80 questions (Yes/No) [24] Learning style Facial images detection -VARK Learning style model [30] Learning style Web log file -FSLMS [27] Learning style Comparative analysis model (Felder & Silverman, Kolb, VARK, and Honey & Mumford) [39] Learning style Automatic online identification -Honey and Mumford [7] Learning style Web log analysis: type of file accessed, the time spent, the total number of times each file accessed - [31] FSLSM Learning style…”

Optimizing Educational Assessment: The Practicality of Computer Adaptive Testing (CAT) with an Item Response Theory (IRT) Approach

“…In this context, using a Computer Adaptive Testing (CAT) system integrated with the Item Response Theory (IRT) approach offers an exciting solution. Computer Adaptive Testing (CAT) allows exams to be more adaptive, with the difficulty level of questions dynamically adjusted based on students' performance during the exam [24]- [26]. Students who answer correctly will face more difficult questions, while those who answer incorrectly will face more straightforward questions.…”