Applying Computer Adaptive Testing Techniques to Gifted Secondary Mathematics Classrooms: Applications and Student Attitudes
Applying Computer Adaptive Testing Techniques to Gifted Secondary Mathematics Classrooms: Applications and Student Attitudes
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Issue Date
2005
Authors
Adler, Daniel
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Abstract
Approximately one hundred identified gifted students studying Geometry in an inner-city gifted magnet high school were given both a standard, district-constructed midterm exam as well as a computer adaptive version (CAT) of the same test. Results on the two tests were compared with overall grades, showing that neither was a good predictor of overall performance. Both tests were compared with state standardized tests showing that the CAT was a moderately better predictor of future performance on state tests. Students were given a questionnaire following the completion of each of the two tests. Results of those questionnaires show a significant difference in attitudes towards the two tests, suggesting an increase in student motivation when taking the CAT format exam. A review of the literature was undertaken to determine the applicability of standardized tests for highly gifted, highly motivated students and the benefits of shifting to computer adaptive testing strategies for these students.