Turning CAT into MOUSE: Adaptive Testing Mechanisms in Student Exercise Selection

Abstract

Computerised Adaptive Testing (CAT), traditionally employed in high-stakes summative testing, can also offer significant potential for enhancing formative self-assessment: In this paper, we use it to adapt exercise question difficulty based on student responses, ensuring questions are appropriately challenging and thereby supporting students’ progression from lower ability levels to greater competency. We present a software tool and extensive usage recommendations in order to facilitate the use of adaptive self-assessments and exercises for educators and students, with the overall goal of creating inclusive and effective learning experiences in diverse student populations in Higher Education. This article presents the modification of an existing Moodle plugin for formative CAT, emphasising informative feedback for iterative learning and pragmatic solutions for integrating existing question pools—thus turning CAT into MOUSE (Module Optimised for Usability in Student Exercises)