Adaptive Testing in Low-Stakes Classroom Use: A Pilot Study of Precision and Student Reaction
DOI:
https://doi.org/10.5281/zenodo.22694871Keywords:
Adaptive Testing in Low-Stakes Classroom Use; Educational technology; E-learning; Evidence synthesis; Research methodologyAbstract
There is real interest in adaptive testing in low-stakes classroom use right now, and real uncertainty about exactly where it
delivers the most value. We pull together the current evidence for adaptive testing in low-stakes classroom use, covering the
methodological, practical, regulatory and cost angles, with an eye on where practice has genuinely settled and where researchers
and reviewers are still largely working it out for themselves. Selective, context-specific pursuit looks better supported by the
evidence gathered here than either broad rollout or blanket avoidance.
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