Attitudes to and Usage of CAT in Assessment in Higher Education

Abstract

Abstract Understanding the perception and usage of Computerised Adaptive Testing (CAT) by colleagues in the sector represents an important part of an ongoing research programme into Learner Centred Design (LCD). For this reason, a web survey was published that asked about colleagues’ experiences and views of assessment in general and CAT in particular. Sixty-nine participants responded to the survey. A range of techniques for assessment were reported, with objective testing being employed more commonly in formative assessment. This represents an important finding in the context of potential uses of CAT given the prevalence of objective testing in CAT. Few of the respondents used CAT as part of their assessment regime although most were aware of it. Practical implementation issues represent the most commonly cited reasons for not using CAT.