With the rapid advancement of intelligent education, Computerized Adaptive Testing (CAT) has attracted increasing attention by integrating educational psychology with deep learning technologies. Unlike traditional paper-and-pencil testing, CAT aims to efficiently and accurately assess examinee abilities by adaptively selecting the most suitable items during the assessment process. However, its real-time and sequential nature presents limitations in practical scenarios, particularly in large-scale assessments where interaction costs are high, or in sensitive domains such as psychological evaluations where minimizing noise and interference is essential. These challenges constrain the applicability of conventional CAT methods in time-sensitive or resourceconstrained environments. To this end, we first introduce a novel task called one-shot adaptive testing (OAT), which aims to select a fixed set of optimal items for each test-taker in a one-time selection. Meanwhile, we propose PEOAT, a Personalization-guided Evolutionary question assembly framework for One-shot Adaptive Testing from the perspective of combinatorial optimization. Specifically, we began by designing a personalization-aware initialization strategy that integrates differences between examinee ability and exercise difficulty, using multi-strategy sampling to construct a diverse and informative initial population. Building on this, we proposed a cognitive-enhanced evolutionary framework incorporating schema-preserving crossover and cognitively guided mutation to enable efficient exploration through informative signals. To maintain diversity without compromising fitness, we further introduced a diversity-aware environmental selection mechanism. The effectiveness of PEOAT is validated through extensive experiments on two datasets, complemented by case studies that uncovered valuable insights.

As the deep integration of machine learning and intelligent education, Computerized Adaptive Testing (CA T) has received more and more research attention.

Computerized adaptive testing (CA T), as a tool that can efficiently measure student's ability, has been widely used in various standardized tests (e.g., GMA T and

As information technology advances, education is moving from one-size-fits-all instruction toward personalized learning. However, most methods handle modeling, item selection, and feedback in isolation rather than as a closed loop. This leads to coarse or opaque student models, assumption-bound adaptivity that ignores diagnostic posteriors, and generic, non-actionable feedback. To address these limitations, this paper presents an end-to-end personalized learning agent, EduLoop-Agent, which integrates a Neural Cognitive Diagnosis model (NCD), a Bounded-Ability Estimation Computerized Adaptive Testing strategy (BECAT), and large language models (LLMs). The NCD module provides fine-grained estimates of students' mastery at the knowledge-point level; BECAT dynamically selects subsequent items to maximize relevance and learning efficiency; and LLMs convert diagnostic signals into structured, actionable feedback. Together, these components form a closed-loop framework of ``Diagnosis--Recommendation--Feedback.'' Experiments on the ASSISTments dataset show that the NCD module achieves strong performance on response prediction while yielding interpretable mastery assessments. The adaptive recommendation strategy improves item relevance and personalization, and the LLM-based feedback offers targeted study guidance aligned with identified weaknesses. Overall, the results indicate that the proposed design is effective and practically deployable, providing a feasible pathway to generating individualized learning trajectories in intelligent education.

Accurately assessing internal human states is key to understanding preferences, offering personalized services, and identifying challenges in real-world applications. Originating from psychometrics, adaptive testing has become the mainstream method for human measurement and has now been widely applied in education, healthcare, sports, and sociology. It customizes assessments by selecting the fewest test questions . However, current adaptive testing methods face several challenges. The mechanized nature of most algorithms leads to guessing behavior and difficulties with open-ended questions. Additionally, subjective assessments suffer from noisy response data and coarse-grained test outputs, further limiting their effectiveness. To move closer to an ideal adaptive testing process, we propose TestAgent, a large language model (LLM)-powered agent designed to enhance adaptive testing through interactive engagement. This is the first application of LLMs in adaptive testing. TestAgent supports personalized question selection, captures test-takers' responses and anomalies, and provides precise outcomes through dynamic, conversational interactions. Experiments on psychological, educational, and lifestyle assessments show our approach achieves more accurate results with 20% fewer questions than state-of-the-art baselines, and testers preferred it in speed, smoothness, and other dimensions.

The goal of Computer Adaptive Testing (CAT) is to reliably estimate an individual's ability as modeled by an item response theory (IRT) instrument using only a subset of the instrument's items. A secondary goal is to vary the items presented across different testing sessions so that the sequence of items does not become overly stereotypical -- we want all items to have an exposure rate sufficiently far from zero. We formulate the optimization problem for CAT in terms of Bayesian information theory, where one chooses the item at each step based on the criterion of the ability model discrepancy -- the statistical distance between the ability estimate at the next step and the full-test ability estimate. This viewpoint of CAT naturally motivates a stochastic selection procedure that equates choosing the next item to sampling from a model-averaging ensemble ability model. Using the NIH Work Disability Functional Assessment Battery (WD-FAB), we evaluate our new methods in comparison to pre-existing methods found in the literature. We find that our stochastic selector has superior properties in terms of both item exposure and test accuracy/efficiency.

Comprehensive evaluations of language models (LM) during both development and deployment phases are necessary because these models possess numerous capabilities (e.g., mathematical reasoning, legal support, or medical diagnostic) as well as safety risks (e.g., racial bias, toxicity, or misinformation). The average score across a wide range of benchmarks provides a signal that helps guide the use of these LMs in practice. Currently, holistic evaluations are costly due to the large volume of benchmark questions, making frequent evaluations impractical. A popular attempt to lower the cost is to compute the average score on a subset of the benchmark. This approach, unfortunately, often renders an unreliable measure of LM performance because the average score is often confounded with the difficulty of the questions in the benchmark subset. Item response theory (IRT) was designed to address this challenge, providing a reliable measurement by careful controlling for question difficulty. Unfortunately, question difficulty is expensive to estimate. Facing this challenge, we train a model that predicts question difficulty from its content, enabling a reliable measurement at a fraction of the cost. In addition, we leverage this difficulty predictor to further improve the evaluation efficiency through training a question generator given a difficulty level. This question generator is essential in adaptive testing, where, instead of using a random subset of the benchmark questions, informative questions are adaptively chosen based on the current estimation of LLM performance. Experiments on 22 common natural language benchmarks and 172 LMs show that this approach is more reliable and efficient compared to current common practice.

In this paper, we present a complete framework for quickly calibrating and administering a robust large-scale computerized adaptive test (CAT) with a small number of responses. Calibration - learning item parameters in a test - is done using AutoIRT, a new method that uses automated machine learning (AutoML) in combination with item response theory (IRT), originally proposed in [Sharpnack et al., 2024]. AutoIRT trains a non-parametric AutoML grading model using item features, followed by an item-specific parametric model, which results in an explanatory IRT model. In our work, we use tabular AutoML tools (AutoGluon.tabular, [Erickson et al., 2020]) along with BERT embeddings and linguistically motivated NLP features. In this framework, we use Bayesian updating to obtain test taker ability posterior distributions for administration and scoring. For administration of our adaptive test, we propose the BanditCAT framework, a methodology motivated by casting the problem in the contextual bandit framework and utilizing item response theory (IRT). The key insight lies in defining the bandit reward as the Fisher information for the selected item, given the latent test taker ability from IRT assumptions. We use Thompson sampling to balance between exploring items with different psychometric characteristics and selecting highly discriminative items that give more precise information about ability. To control item exposure, we inject noise through an additional randomization step before computing the Fisher information. This framework was used to initially launch two new item types on the DET practice test using limited training data. We outline some reliability and exposure metrics for the 5 practice test experiments that utilized this framework.