ERIC Identifier: ED315425 Publication Date: 1989-02-00
Author: Grist, Susan - And Others Source: ERIC
Clearinghouse on Tests Measurement and Evaluation Washington DC., American
Institutes for Research Washington DC.
Computerized Adaptive Tests. ERIC Digest No. 107.
Paper-and-pencil tests are "fixed-item" tests in which all students answer
the same questions. Fixed-item tests waste students' time because they give
students a large number of items that are either too easy or too difficult. As a
result, the tests give little information about the particular level of ability
of each student. With recent advancements in measurement theory and the
increased availability of microcomputers in schools, the practice of using these
tests may change. Computerized tests may replace paper-and-pencil tests in some
With computerized tests, each student's ability level can be estimated DURING
the testing process and items can be tailored to this estimate of ability.
Consequently, students can take different versions of the same test. These tests
are called computerized adaptive tests or CATs. This digest offers some insights
into the advantages and disadvantages of CATs.
WHAT ARE THE ADVANTAGES OF CATS?
In general, computerized
testing greatly increases the flexibility of test management.
Tests are given "on demand" and scores are available immediately.
Neither answer sheets nor trained test administrators are needed.
Administration is consistent.
Test administrator differences are eliminated as a factor in measurement
Tests are individually paced so that a student does not have to wait for
others to finish before going on to the next section. Self-paced administration
also offers extra time for students who need it, potentially reducing one source
of test anxiety.
Test security is increased because hardcopy test booklets are never
Computerized testing also offers a number of options for timing and
formatting. Timing options range from self-paced administration to item-by-item
timing. Also, different formats can be developed to take advantage of graphics
and timing capabilities. For example, perceptual and psychomotor skills that are
nearly impossible to assess with a paper-and-pencil test can be readily tested
on a computer.
In addition to having the advantages of computerized testing, CATs increase
efficiency. Significantly less time is needed to administer CATs than a
fixed-item test since fewer items are needed to achieve acceptable accuracy.
CATs can reduce testing time by more than 50% while maintaining the same level
of reliability. Shorter testing times also reduce fatigue, which can be a
significant factor in students' test results.
CATs can also provide accurate scores over a wide range of abilities while
traditional tests are usually most accurate for average students; CATs can
maintain a high level of accuracy for all students. By including more relatively
easy and more relatively difficult items in the item pool, CATs can accommodate
the abilities of both bright and slow students.
WHAT ARE THE LIMITATIONS OF CATS?
CATs should not be used
for some subjects and skills. Most CATs are based on an item-response theory
model, which assumes that all the information needed in selecting items can be
summarized in one to three parameters that describe the item's difficulty for
students who have different abilities. Many tests cover a number of different
skills or topics, however. Specifications for traditional tests seek to ensure
an even range across skills or topics. Most common CAT strategies do not
accommodate such additional considerations.
Hardware limitations further restrict the types of items that can be
administered by computer. Items involving detailed art work and graphs or
extensive reading passages, for example, are hard to present using the types of
computers found in most schools.
Another limitation of CATs stems from the need for careful item calibration.
Since each student takes a set of items, comparable scores depend heavily on
precise estimates of item characteristics. Therefore, relatively large samples
must be used. A minimal number in a sample is 1,000 students; 2,000 is more
common. Such sample size requirements are prohibitive for most locally developed
Finally, for CATs to be manageable, a facility must have enough computers for
a large number of students and the students must be at least partially
computer-literate. While the number of computers in schools continues to grow,
many schools simply do not have the resources to use CATs as a standard
WHO IS USING CATS NOW?
CATs are new and the number of
companies and organizations using them is small. However, several prominent
organizations are already using CATs.
For example, for the past decade, the U.S. military has pioneered basic and
applied research in CATs. One step in this research program is the development
of a computerized version of the Armed Services Vocational Aptitude Battery
(ASVAB), headed by the Naval Personnel Research and Development Center in San
Diego. Administered to roughly a half million applicants each year, the
paper-and-pencil version of the ASVAB takes three hours to complete while the
experimental CAT version takes about 90 minutes. With the computerized version,
an examinee's qualifying scores can be immediately compared with requirements
for all available positions.
Another test developed by military research laboratories -- the Computerized
Adaptive Screening Test (CAST) -- was implemented in 1984. CAST was the first
nationwide use of CAT. This 15-minute screening test gives prospects a quick but
accurate estimate of their chances of passing the full ASVAB and of qualifying
for enlistment bonuses.
As another example, two public school systems are forerunners in using CATs
in the educational arena. In Portland (OR) Public Schools, CATs have been well
received by examinees, test administrators, and test users. Montgomery County
(MD) Public Schools has asked for approval from the State Board of Education to
make its mathematics and reading CATs available to students as an alternative to
the state-sponsored high school graduation examinations.
WHICH BUSINESSES ARE INVOLVED IN CATS?
The following six
organizations are now involved in computerized adaptive testing:
Assessment Systems Corporation markets the MicroCAT system, which runs on
IBM-PCs and compatibles. MicroCAT is a complete authoring and administration
system and includes routines for item analysis and item-pool development. The
Montgomery County Schools CAT program is based on MicroCAT.
WICAT markets software to support CAT developers, a battery of 45 tests, and
custom CAT computer systems. Schools use Wicat's battery of CATs to screen and
identify gifted and talented students.
The Psychological Corporation markets a CAT version of the popular
Differential Aptitude Test (DAT) to junior and senior high schools. It has
versions for the IBM-PC and Apple II computers.
American College Testing Program (ACT) is working on several computerized
adaptive tests. ACT is developing training CATs for the Marine Corps and for
college placement mathematics. It is also researching the development of a
The Educational Testing Service is working with the College Entrance
Examination Board to develop and refine a CAT to aid in college placement. An
initial version of the system is being used by about 20 colleges across the
The American Institutes for Research recently completed a major revision of
the Army's Computerized Applicant Screening Test (CAST). The CAST item pool was
expanded, fairness analyses were conducted, item selection procedures were
modified to increase accuracy at key points, and the feedback provided to
examinees and recruiters was significantly improved.
Green, Bert F., et al. "Technical
Guidelines for Assessing Computerized Adaptive Tests, Journal of Educational
Measurement. 1984, 21, 4, pp. 347-360.
Kreitzberg, Charles, et al. "Computerized Adaptive Testing: Principles and
Directions," Computers and Education. 1978, 2, 4, pp. 319-329.
Wainer, Howard. "On Item Response Theory and Computerized Adaptive Tests: The
Coming Technological Revolution in Testing," Journal of College Admissions.
1983, 28, 4, pp. 9-16.
Weiss, David J. "Adaptive Testing by Computer," Journal of Consulting and
Clinical Psychology. 1985, 53, 6, pp. 774-789.
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