Adaptive Assessment

I attended a thought-provoking session facilitated by @chrischampion yesterday(11/12/11) at EdCamp Harrisburg. The session focused on “doing different things” versus just “doing things differently.” Chris pushed the audience to really think creatively about the possibilities for technology’s impact on learning and to go beyond the immediate efficiencies realized by using technology. One topic that Chris explored was adaptive testing. I tweeted:

#edcamphbg instead of online quiz with immediate feedback, try adaptive testing @chrischampion

The following tweet thread ensued:

lauriev88
@apetroski "Adaptive testing" ? Can you explain? #edcamphbg

apetroski
@lauriev88 short version of adaptive testing for twitter = student's answer to question determines their next question . . .

lauriev88
@apetroski Hmmm...would love to hear more. #edcamphbg

So lauriev88, this blog post is in response to your request. I’m not an adaptive testing expert by any means, but it is a topic I’ve investigated in a number of classes I teach (LTMS 510 and LTMS 608 in in the HU graduate program) and in a couple of projects we’ve pursued through the Center for Advanced Entertainment and Learning Technologies at Harrisburg University.

The common assessment approach is to provide the same test to each student. Adaptive assessments dynamically adjust for each student based on their performance as they answer questions in the assessment. The question sequence and difficulty is based on their performance on previous questions.

Adaptive assessment goes beyond randomized assessment. In a randomized assessment, students might receive the questions in a different order than another student or receive a random set of questions from a question pool. Another randomized approach is to present the answers in a randomized order for each student. In all of these cases the assessment is still not adaptive. The assessment doesn’t change based on the student’s performance. In an adaptive assessment, a student who answers question #1 incorrectly will receive a different question #2 than the student who answers question #2 correctly. In the session, Chris also gave an example of a student being able to complete an exam in a short series of questions by answering the most difficult questions correctly while another student might experience a longer series of questioning or even be directed to remediation before completing the assessment, based on their performance.

Here are links to just a few of the resources to provide a more in-depth exploration of adaptive testing.

- Computer-adaptive testing: an innovative tool for teachers, students
- C.A.T Central
- JATT Special Issue on Adaptive Testing: Welcome and Overview
- SMARTER Balanced Assessment Consortium
- Computer-Adaptive Testing Poses Challenges
- Adaptive and Interactive Assessments with E-Learning

As Chris emphasized in the session, adaptive testing is most often experienced in certification exams. A number of the educational publishers (e.g. Pearson, Edison, etc.) also employ versions of adaptive testing as an assessment option. In these cases there is a large investment of time and dollars to create and validate the assessments. But, there are ways that you can begin to use the basic constructs of adaptive assessment in the classroom without a large dollar investment (time will still need to be invested).

- Moodle Lesson (Lesson in Moodle: An Illustrated Guide, Adaptive mode in Moodle Quiz is not truly adaptive assessment)
- “Go to Page Based on Answer” in Google Forms
- Assessment Center
- FastWeb
- WebExaminer

I hope that’s more lauriev88. Thanks for asking. It was good to go back and reference some information about adaptive testing that I hadn’t looked at in a while. And, it’s got me started on preparation for LTMS 510: Learning Technologies and Solutions for the spring semester. And, thanks again to @chrischampion for the session that got this discussion, and blog post, started.

eLearning Development and Media Design

Users determine the quality of eLearning Development If a program runs without any errors, but no one knows how to use it, does it make any impact? Too often designers and developers focus on the programmability of eLearning programs and neglect the usability. It’s a balance between feature and function that results in an effective product. Graphic design can have an impact, but more often location, labeling and consistency have the greatest impact on the usability of eLearning programs. Some usability considerations include screen resolution, navigation controls, user control and access and 508 compliance. Beginning in January, students in LTMS 518: eLearning Development will be creating elearning modules that focus on navigation, usability and compliance to content standards. Planning and asset management will also be explored as elements of efficient eLearning development. Industry leading software and open source options will both be considered throughout the course. Students will get hands on eLearning Development experience with PowerPoint, Captivate, Dreamweaver and Flash.		eLearning Development Programs There is a variety of software (100+ software programs) available to create eLearning. The programs range from everyday Office software like PowerPoint to eLearning authoring systems like Lectora to multimedia development tools like Flash. Each tool presents strengths and weaknesses that must be considered as part of the tool selection process. Plan for the short-term with an eye on the long-term. Analyze the development needs and the content creation environment. Doing so will help with selecting a tool that will meet your immediate needs, but allow for long-term flexibility. Check out these eLearning Development resources: Webinar Recording of eLearning Guild Authoring and Development Tools Brandon Hall Authoring Tool Knowledgebase Rapid eLearning Blog
Spring 2010 Schedule: LTMS 510: Learning Technologies and Solutions LTMS 514: Media Selection, Design and Production LTMS 518: eLearning Development LTMS 600: Implementing Web 2.0 in the Classroom LTMS 607: Writing for Learning Solutions Learn more on the Harrisburg University web site or call 717.901.5101.
If a picture’s worth a thousand words . . . Images, animations and video can create an impact on learning by increasing attention, motivation, comprehension and memory. Although, media can also get in the way. Without considering the learning objective, the technology and the audience media can also distract, confuse or frustrate. Some strengths to consider when selecting media: Graphics: Enrich or replace text, Minimize media download, Versatile, Low cost Animation: Present visuals over condensed time, Realistic but simplistic images, Realistic but controlled movement Audio: Summarize text, explain complex processes or graphics, efficient two-way communication Video: Convey emotion, multiple media (audio, visuals, animation, text), demonstrate detailed and complex tasks Beginning in January, students in LTMS 514: Media Selection, Design and Production will focus on selecting appropriate media to meet learning objectives as they create graphics, illustrations, audio, video and animations to support learning. Graphic design fundamentals will be addressed as well as production skills like media compression and conversion. Industry leading media software and open source options will both be considered. Students will get hands-on media creation experience with PowerPoint, Photoshop, Fireworks, Flash, Audacity and MovieMaker.		Media Selection, Design and Production Color, contrast, spacing and dimension are just a few graphic design elements to be aware of as you create graphics for learning. Animation, audio and video provide added value and additional elements to master. Media compression is also a valuable skill, especially when distributing to a wide audience with a variety of technology resources. Check out these eLearning Development resources: How Tiny Camcorders are Changing Education Lynda.com Tutorials Some Photoshop Tutorials

Xcelsius!

Check out a post I wrote about Xcelsius over at the Gadget Cube Blog.

Xcelsius is a great program for visually representing data for cause and effect analysis. It was created for accountants and business analysts, but it has great promise for interactive analysis in learning solutions.

We introduce Xcelsius as a tool for visually representing data in the Visual Representation for Learning and Communication course in the Learning Technologies Master of Science program at Harrisburg University.