A comparison of tiled and overlapping windows
CHI '86 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Improving a human-computer dialogue
Communications of the ACM
Visual cues for local and global coherence in the WWW
Communications of the ACM
Experience from the design of an authoring environment
Journal of Educational Multimedia and Hypermedia
Design for multimedia learning
Design for multimedia learning
Interaction Design
User Modeling and User-Adapted Interaction
User requirements of the "ultimate" online assessment engine
Computers & Education
The generation of automated learner feedback based on individual proficiency levels
IEA/AIE'2005 Proceedings of the 18th international conference on Innovations in Applied Artificial Intelligence
Computerized adaptive tutorials to improve and assess problem-solving skills
Computers & Education
Personalized multi-student improvement based on Bayesian cybernetics
Computers & Education
Dynamic question generation system for web-based testing using particle swarm optimization
Expert Systems with Applications: An International Journal
An adaptive testing system for supporting versatile educational assessment
Computers & Education
Student modeling for a web-based self-assessment system
Expert Systems with Applications: An International Journal
A distributed system for learning programming on-line
Computers & Education
Learners' perceived level of difficulty of a computer-adaptive test: a case study
INTERACT'05 Proceedings of the 2005 IFIP TC13 international conference on Human-Computer Interaction
Expert Systems with Applications: An International Journal
| Hi-index | 0.01 |
This paper presents ongoing research at the University of Hertfordshire on the use of computer-adaptive tests (CATs) in Higher Education. A software prototype based on Item Response Theory has been developed and is described here. This application was designed to estimate the level of proficiency in English for those students whose first language is not English. Academic staff and students evaluated the prototype introduced here and we summarise their attitude to the user interface and to pedagogical aspects of the prototype. We provide evidence that learners are not disadvantaged by the CAT approach, based on a comparison of performance between CAT and computer-based tests. A group of international students also took part in a focus group session after using the software. During this session, students discussed issues related to computer-adaptive tests, ranging from their perception that very easy tests are "meaningless" to their insights into the fairness of such computer-assisted assessments.In addition, this paper outlines how our current work will be developed further by implementing multimedia resources, developing more subjective tests and adding a stop condition associated with the calculation of standard error. Finally, the benefits and potential limitations of this method of assessment are also presented here.