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14 Int'l J. Educ. Tech. Higher Educ. 1 (2017)

handle is hein.journals/intjedth14 and id is 1 raw text is: Opp et al. International Journal of Educational Technology International Journal of Educational in Higher Education (2017) 14:2 DOI 10.1186/s41239-017-0039-0 Technology in Higher Education L Universitat Oberta Universidad de de Catalunyn los Andes Colombia A flexible online platform for computerized CrOM adaptive testing Stefan Oppl1 , Florian Reisinger, Alexander Eckmaierl and Christoph Helm2 * Correspondence: Abstract stefan.oppl@jku.at Department S Bus ne Computerized Adaptive Testing (CAT) is a field of research originating in Communications Engineering, psychometrics that has been adopted in the last years for formative and summative Johannes Kepler University of Linz, assessment activities in educational settings in general and in online learning in Atenberger StraBe 69, Lnz 4040 particular. While a variety of platforms is available for designing and deploying CAT 3Department of Software Science, the challenge of providing the flexibility in test and item design required for Radboud University, Mailbox 47, Po domain-specific assessment formats in education has hardly been addressed so far. Box 9010, Nmegen 6500, C ne Netherland g The present article introduces a software architecture to fill this gap and enable the Full list of author information is development of fully customizable CAT tools with respect to domain-specific item available at the end of the article design and visualization as well as deployed CAT algorithms. A prototypical implementation of the architecture and a set of domain-specific item types are presented to demonstrate the feasibility of the proposed approach and outline future directions of development and research. Keywords: Computerized Adaptive Testing, Learning platform, Domain-specific Testing Introduction Computerized Adaptive Testing (CAT) is a concept dating back to the 1970s (Reckase, 1974), and has been applied in educational psychology ever since then. Due to progress in psychometric research and rising capabilities of the technical support platform, the conceptual design and technical development of appropriate testing environments re- mains a topic of engineering research until today (Kr6hne & Frey, 2011). With the ad- vent of the world-wide-web, several platforms have been developed that could administer adaptive tests over the web. Commercial and non-commercial products are available,1 with the platform Concerto (Scalise & Allen, 2015) probably being the most widely recognized effort in this field. In recent years, interest has risen to use CAT in the context of online learning pro- cesses in order to adapt the difficulty level of proposed learning materials (Salcedo, Pinninghoff, & Contreras, 2005) or to perform summative evaluation of learning out- comes (Guzmin & Conejo, 2005). It is also seen as a potentially important component in Massive Open Online Courses (MOOCs) (Meyer & Zhu, 2013). Currently available CAT systems focus on items (i.e., questions presented to the ex- aminees) that can be answered dichotomously or on a multi-part scale (e.g., similar to Likert-scales). While this is appropriate for latent-trait-testing, the primary use-case of CAT in psychometrics (Bortolotti, Tezza, Andrade, Bornia, & Sousa Jdnior, 2013), the © The Author(s). 201 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International Springer Open License (http//creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if chances were made.

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