As we move to a model where learners have options in terms of how they learn, there is a new role for assessment in diagnosing how best to support an individual learner. This new role should not be confused with computerized adaptive testing, which has been used for years to give examinees different assessment items depending on their responses to previous items on the test in order to get more precise estimates of ability using fewer test items.
Adaptive assessment has a different goal. It is designed to identify the next kind of learning experience that will most benefit the particular learner. The School of One demonstration project used adaptive assessment to differentiate learning by combining information from inventories that students completed on how they like to learn with information on students’ actual learning gains after different types of experiences (working with a tutor, small-group instruction, learning online, learning through games). This information was used to generate individual “playlists” of customized learning activities for every student.
Via Jorge Louçã, Complejidady Economía, Roger D. Jones, PhD