Adaptive technology for e‐learning: principles and case studies of an emerging field

This article discusses the rapidly emerging field of computer‐based assessment for adaptive content in e‐learning (National Research Council, 2001), which we call differentiated e‐learning. In e‐learning products, a variety of assessment approaches are being used for such diverse purposes as adaptive delivery of content, individualizing learning materials, dynamic feedback, cognitive diagnosis, score reporting, and course placement (Gifford, 2001). A recent paper at the General Teaching Council Conference in London, England, on teaching, learning, and accountability described assessment for personalized learning through e‐learning products as a “quiet revolution” taking place in education (Hopkins, 2004). In our study, we examine approaches for the use of assessment evidence in e‐learning in four case studies. The products in the case studies were selected for exhibiting at least one exemplary aspect regarding assessment and measurement. The principles of the Berkeley Evaluation & Assessment Research Center Assessment System (Wilson & Sloane, 2000) are used as a framework of analysis for these products with respect to key measurement principles.