Computerized adaptive testing (CAT) can effectively facilitate student assessment by dynamically selecting questions on the basis of learner knowledge and item difficulty. However, most CAT models are designed for one-time evaluation rather than improving learning through formative assessment. Since students cannot remember everything, encouraging them to repeatedly evaluate their knowledge state and identify their weaknesses is critical when developing an adaptive formative assessment system in real educational contexts. This study aims to achieve this goal by proposing an adaptive formative assessment system based on CAT and the learning memory cycle to enable the repeated evaluation of students' knowledge. The CAT model measures student knowledge and item difficulty, and the learning memory cycle component of the system accounts for students’ retention of information learned from each item. The proposed system was compared with an adaptive assessment system based on CAT only and a traditional nonadaptive assessment system. A 7-week experiment was conducted among students in a university programming course. The experimental results indicated that the students who used the proposed assessment system outperformed the students who used the other two systems in terms of learning performance and engagement in practice tests and reading materials. The present study provides insights for researchers who wish to develop formative assessment systems that can adaptively generate practice tests
