Computerized Adaptive-Attribute Testing: Incorporating Psychological Principles with Assessment Practices in Computerized Adaptive Testing

The influence of interdisciplinary forces stemming from developments in cognitive science, mathematical statistics, educational psychology, and computing science are beginning to appear in educational and psychological assessment. Computer adaptiveattribute testing (CA-AT) is one example. The concepts and procedures in CA-AT can be found at the intersection between computer adaptive testing and cognitive diagnostic assessment. CA-AT allows us to fuse the administrative benefits of computer adaptive testing with the psychological benefits of cognitive diagnostic assessment to produce an innovative psychologically-based adaptive testing approach. We describe the concepts behind CA-AT as well as illustrate how it can be used to promote formative, computerbased, classroom assessment. Acknowledgements The research reported in this study was conducted, in part, with funds provided to the second author by the College Entrance Examination Board. We would like to thank the College Entrance Examination Board for their support. However, the authors are solely responsible for the ideas, methods, procedures, and interpretations expressed in this study. Our views do not necessarily reflect those of the College Entrance Examination Board. We would also like to thank Drs. Steve Hunka and Wim J. van der Linden for their comments on an earlier version of this manuscript.