Computer-adaptive testing – the way forward for school exams?
It is widely believed that some of the traditional ‘pencil and paper exams’ could one day be replaced by on-demand computer-adaptive assessments (a method for administering tests that adapts to the examinee's ability level). But what are the implications for students? Does adequate technology exist? And can on-line tests actually provide ‘better’ results?
At a recent forum ‘Assessment Form and Function’ hosted by the Cambridge Assessment Network, guest speaker Professor Peter Tymms, Centre for Evaluation and Monitoring (CEM), Durham University, explained how the form of an assessment can have as much influence on outcomes as the construct being assessed.
Tymms commented: “We use assessment for a variety of purposes – from selection and certifying competence to accountability and identifying special needs. However, what is often not recognised is that the form of an assessment can have as much influence on outcomes as the construct being assessed. We often use traditional assessment techniques without recourse to the available evidence base.”
Tymms explained how recent advances in technology are starting to open up a wealth of opportunities. He said: “Examinations and tests are changing dramatically. Computer-adaptive tests are starting to make their mark, and there is an increasingly widespread use of observational assessments and self-ratings.”
A recent study by the CEM has shown that computer-adaptive testing can challenge the student at the right level, providing both a rewarding experience and a boost to their confidence.However, Tymms warned that whilst testing on-demand allows students to be examined when they are ready, there would be considerable changes to the examination ‘timetable’ if more and more exams become available on-demand – and question item-banks would need to be sufficiently large in order to avoid a compromise to security.
On the question of whether computer-adaptive testing can give ‘better’ results, Tymms explained: “It is widely accepted that the best predictor of performance at A-level is the mean GCSE result. However, the use of computer-adaptive testing gives us an opportunity to use a variety of forms and gather information about an individual’s profile as well as their grade.”
To hear the whole talk, please download the podcast (mp3 10 Mb).
Tymms concluded that the UK is in an excellent position to shape the future form of assessment and lead the way through independent, non-government organisations such as the CEM, Cambridge Assessment and other awarding bodies.
This seminar was part of a stimulating series hosted by the Cambridge Assessment Network. The series aims to provide a platform for debating current issues in assessment. For details on forthcoming events, please visit our Events page
Professor Tymms will also be speaking at the 2010 Cambridge Assessment Conference 'Challenges of assessment reform' which takes place on 21 October at Robinson College, Cambridge. Visit our website for further details and to book your place.
