Shaping the future of testing with computer-adaptive assessments

In the next two decades, computer-adaptive testing is set to become the ‘gold standard’ for assessing student abilities, according to educational experts. This approach to testing is transforming our understanding of student capabilities, thanks to increased access to technology in schools and advancements in assessment algorithms.

Adaptive testing is revolutionizing the way we measure core learning skills. By tailoring the difficulty of test questions to each student’s performance, these assessments provide more accurate indicators of pupil capability while saving valuable time for teachers.

Cambridge CEM has been at the forefront of digital adaptive baseline assessments since launching MidYIS in 2005 which assesses vocabulary and mathematical skills. As part of Cambridge University Press & Assessment, CEM supports teachers and educational institutions worldwide.

Annie Vincent, CEM’s Reporting and Guidance Specialist, explained how their algorithm adjusts the difficulty of test questions based on student responses. If a student answers correctly, they receive a more challenging question; if they answer incorrectly, they are given an easier one. Vincent says “our assessments are curricula agnostic and able to give a real sense of a child’s ability and capability regardless of which curricula they have been studying.”

Looking ahead, high-stakes qualifications such as GCSEs and A-levels may adopt adaptive digital testing within the next decade. Futures of Assessment research paper by the Digital Education Futures Initiative Cambridge suggests that by 2035, computer-adaptive exams could become the ‘gold standard’ for assessing student capabilities.

As we move towards this future, adaptive assessments promise to enhance the accuracy and efficiency of student evaluations, reducing the exam burden and ultimately benefiting both educators and learners.

Why should we be using adaptive assessments? Find out more here.