Adaptive technology for e-learning: principles and case studies of an emerging field

  • Authors:

  • Kathleen Scalise;Diana J. Bernbaum;Mike Timms;S. Veeragoudar Harrell;Kristen Burmester;Cathleen A. Kennedy;Mark Wilson

  • Affiliations:

  • College of Education, Educational Leadership (Applied Measurement), University of Oregon, Eugene, OR 97403.;Graduate School of Education—Quantitative Measurement and Evaluation, University of California, Berkeley, CA 94720;WestEd, 300 Lakeside Dr., 25th Floor, Oakland, CA 94612;Graduate School of Education—Quantitative Measurement and Evaluation, University of California, Berkeley, CA 94720;Graduate School of Education—Quantitative Measurement and Evaluation, University of California, Berkeley, CA 94720;Graduate School of Education—Quantitative Measurement and Evaluation, University of California, Berkeley, CA 94720;Graduate School of Education—Quantitative Measurement and Evaluation, University of California, Berkeley, CA 94720

  • Venue:
  • Journal of the American Society for Information Science and Technology
  • Year:
  • 2007

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Abstract

This article discusses the rapidly emerging field of computer-based assessment for adaptive content in e-learning (National Research Council, 2001), which we call differentiated e-learning. In e-learning products, a variety of assessment approaches are being used for such diverse purposes as adaptive delivery of content, individualizing learning materials, dynamic feedback, cognitive diagnosis, score reporting, and course placement (Gifford, 2001). A recent paper at the General Teaching Council Conference in London, England, on teaching, learning, and accountability described assessment for personalized learning through e-learning products as a “quiet revolution” taking place in education (Hopkins, 2004). In our study, we examine approaches for the use of assessment evidence in e-learning in four case studies. The products in the case studies were selected for exhibiting at least one exemplary aspect regarding assessment and measurement. The principles of the Berkeley Evaluation & Assessment Research Center Assessment System (Wilson & Sloane, 2000) are used as a framework of analysis for these products with respect to key measurement principles. © 2007 Wiley Periodicals, Inc.