Automated adaptive testing vs. linear testing in undergraduate mathematics

HIGHLIGHTS

• What: Using a lab-based randomized experiment, the authors compare actual learning outcomes under both testing regimes, unlike some of the previous studies that focus on test consistency or self-reported outcomes without a control group. The authors propose a novel way to use learning paths together with CAT to improve learning outcomes. In Model 1, the authors examine the difference in exam scores between the linear and adaptive tests. The authors propose a novel approach to structuring a university-level mathematics course using adaptive testing and personalized learning pathways.
• Who: Automated Adaptive, Testing vs . . .
  

   

  

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