4.1 SBCAT Theory & Design (10 minutes)
Pedagogical Foundation:
- Item Response Theory (IRT) and adaptive testing
- ITS-inspired assessment (Hu et al., 2023): Learning during testing
- 2PL model: Difficulty (b) and discrimination (a) parameters
- Adaptive algorithm: θ estimation with maximum information
Key Assessment Principles:
- Efficiency: 40-60% fewer items than fixed-length tests
- Precision: Standard error < 0.3 in 8-12 items
- Formative: Feedback and hints available during test
- Diagnostic: Identifies specific strengths and gaps
IRT 2PL Model:
P(correct) = 1 / (1 + e^(-a(θ - b)))
Where θ = learner ability, b = item difficulty, a = item discrimination
4.2 Hands-On Activity: Take SBCAT Assessment (15 minutes)
Instructions:
- From SPL, click "Assess Mastery with SBCAT"
- Complete adaptive assessment (8-12 items)
- Observe difficulty adaptation after each item
- Request hints if stuck (note: penalty to ability estimate)
- Review final diagnostic report:
- Final ability estimate (θ with confidence interval)
- Mastery level (novice/intermediate/advanced)
- Strengths identified
- Gaps for remediation
- Recommended next steps
Observation Prompts:
- How does question difficulty change based on your responses?
- What feedback do you receive after each item?
- How does the final report identify strengths and gaps?
- What recommendations are provided for further learning?
4.3 Group Discussion: SBCAT Applications (5 minutes)
Discussion Questions:
- How is SBCAT different from traditional quizzes/exams?
- When would you use SBCAT: pre-assessment, formative, summative?
- How could diagnostic reports inform instruction?
- What are the ethical considerations of adaptive assessment?
Key Takeaways
- SBCAT uses IRT for efficient, precise adaptive testing
- 40-60% fewer items than traditional tests with same precision
- Formative feedback supports learning during assessment
- Diagnostic reports identify specific strengths and gaps