This is an evaluation type in which the difficulty of questions is adjusted based on the student’s performance during the test. If, for example, a student correctly provides the answer to one question, the following question would be somewhat more difficult, but if a wrong answer is provided, then the subsequent question is easier.  The point is, regardless of the test taker’s ability, the test would adapt to fit it.

Due to this peculiar adaptation process, students can get a more realistic appraisal of their academic strengths. The computer-adaptive test also has a vast amount of learning possibilities, with questions being pooled from a wide range of test items, which were made to both evaluate and strengthen students’ knowledge base in specific subject matters. 

As each learner takes a path different from the others through the computer-adaptive test and is presented with a different set of questions, they can possibly be given tests of a different length. Thus, such tests offer a personalized assessment for each of the test takers. The questions are designed to be challenging to indicate the examinees’ ability by ensuring high-ability candidates get a reduced number of easy questions. In contrast, low-ability candidates get a decreased number of difficult questions. Thus, computer-adaptive tests are unlike linear tests that could judge just the examinees’ average ability.

There are certain key requirements for a high-quality computer-adaptive test. These include a group of quality test questions and a careful approach to deciding which questions will be released at a time. Additionally, a question selection algorithm should be used to ensure every examinee receives a similar mix of test content and an efficient security element exists as the test questions are re-used.

Computer-adaptive tests have several advantages. They can reduce the time by 40% to 50% for administering the examinations than fixed-question tests. Despite administering fewer questions, these tests can achieve acceptable accuracy and maintain the desired level of reliability. Thanks to their shorter testing times, computer-adaptive tests help reduce fatigue in examinees, which can significantly influence their test results. As these tests are individually paced, an examinee won’t have to wait for others to finish before moving onto the next section.

Lastly, as computer-adaptive tests are evaluated in real-time, examinees can receive their scores immediately after the test ends in the form of ability statements, which give factual information on their strengths and weaknesses based on the questions they answered.