20190115

Irina Kozmina, Denis Lukyantsev, Olga Musorina.

Computer Adaptive Testing as an Automated Control of Students’ Level of Preparadness Taking into Account their Individual Characteristics.

Â: 1)How were the number of questions, the number of difficulty levels of questions and the number of stages of testing process in your metod identified (slide7)?
2)All students should obtain the same knowledge according to the curriculum. The mark is the indicator of obtained knowledge. How can we differentiate mark "5" at low level and high level when we assess student's knowledge? 
3)Can your method be integrated into LMS, e.g. Moodle?.

Î: 1. The accuracy of the assessment of the student being tested (direct proportionality) depends on the number of stages in the test. 
The number of questions at each stage is determined based on the number of topics covered in this test, their volume and complexity. The number of test difficulty levels can be any greater than 2, the greater the number of difficulty levels, the more adapted the test for students of different degrees of preparation. 
But as practice shows, often 3 levels of test complexity are enough. It is worth remembering about an important aspect of the test parameters - the time of the test.
2. Each student has different levels of training, various cognitive characteristics, etc. The tasks in the test at the second and third stages differ in difficulty levels, in the considered algorithm we have three difficulty levels (low, medium, high), different points are awarded for the correct answers to the questions of the corresponding difficulty level, points are calculated at the end of the test and scored in accordance with with table.
3. Yes, of course, the presented computer adapted algorithm can be integrated into various forms of the Learning Management System.