As the deep integration of machine learning and intelligent education, Computerized Adaptive Testing (CAT) has received more and more research attention. Compared to traditional paper-and-pencil tests, CAT can deliver both personalized and interactive assessments by automatically adjusting testing questions according to the performance of students during the test process. Therefore, CAT has been recognized as an efficient testing methodology capable of accurately estimating a student's ability with a minimal number of questions, leading to its widespread adoption in mainstream selective exams such as the GMAT and GRE. However, just improving the accuracy of ability estimation is far from satisfactory in the real-world scenarios, since an accurate ranking of students is usually more important (e.g., in high-stakes exams). Considering the shortage of existing CAT solutions in student ranking, this paper emphasizes the importance of aligning test outcomes (student ranks) with the true underlying abilities of students. Along this line, different from the conventional independent testing paradigm among students, we propose a novel collaborative framework, Collaborative Computerized Adaptive Testing (CCAT), that leverages inter-student information to enhance student ranking. By using collaborative students as anchors to assist in ranking test-takers, CCAT can give both theoretical guarantees and experimental validation for ensuring ranking consistency.

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.

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.

As the deep integration of machine learning and intelligent education, Computerized Adaptive Testing (CAT) has received more and more research attention. Compared to traditional paper-and-pencil tests, CAT can deliver both personalized and interactive assessments by automatically adjusting testing questions according to the performance of students during the test process. Therefore, CAT has been recognized as an efficient testing methodology capable of accurately estimating a student's ability with a minimal number of questions, leading to its widespread adoption in mainstream selective exams such as the GMAT and GRE. However, just improving the accuracy of ability estimation is far from satisfactory in the real-world scenarios, since an accurate ranking of students is usually more important (e.g., in high-stakes exams). Considering the shortage of existing CAT solutions in student ranking, this paper emphasizes the importance of aligning test outcomes (student ranks) with the true underlying abilities of students. Along this line, different from the conventional independent testing paradigm among students, we propose a novel collaborative framework, Collaborative Computerized Adaptive Testing (CCAT), that leverages inter-student information to enhance student ranking.

Computerized Adaptive Testing (CAT) aims to select the most appropriate questions based on the examinee's ability and is widely used in online education. However, existing CAT systems often lack initial understanding of the examinee's ability, requiring random probing questions. This can lead to poorly matched questions, extending the test duration and negatively impacting the examinee's mindset, a phenomenon referred to as the Cold Start with Insufficient Prior (CSIP) task. This issue occurs because CAT systems do not effectively utilize the abundant prior information about the examinee available from other courses on online platforms. These response records, due to the commonality of cognitive states across different knowledge domains, can provide valuable prior information for the target domain. However, no prior work has explored solutions for the CSIP task. In response to this gap, we propose Diffusion Cognitive States TransfeR Framework (DCSR), a novel domain transfer framework based on Diffusion Models (DMs) to address the CSIP task. Specifically, we construct a cognitive state transition bridge between domains, guided by the common cognitive states of examinees, encouraging the model to reconstruct the initial ability state in the target domain. To enrich the expressive power of the generated data, we analyze the causal relationships in the generation process from a causal perspective. Redundant and extraneous cognitive states can lead to limited transfer and negative transfer effects. Our DCSR can seamlessly apply the generated initial ability states in the target domain to existing question selection algorithms, thus improving the cold start performance of the CAT system. Extensive experiments conducted on five real-world datasets demonstrate that DCSR significantly outperforms existing baseline methods in addressing the CSIP task.

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.

Computerized Adaptive Testing (CAT) provides an efficient and tailored method for assessing the proficiency of examinees, by dynamically adjusting test questions based on their performance. Widely adopted across diverse fields like education, healthcare, sports, and sociology, CAT has revolutionized testing practices. While traditional methods rely on psychometrics and statistics, the increasing complexity of large-scale testing has spurred the integration of machine learning techniques. This paper aims to provide a machine learning-focused survey on CAT, presenting a fresh perspective on this adaptive testing method. By examining the test question selection algorithm at the heart of CAT's adaptivity, we shed light on its functionality. Furthermore, we delve into cognitive diagnosis models, question bank construction, and test control within CAT, exploring how machine learning can optimize these components. Through an analysis of current methods, strengths, limitations, and challenges, we strive to develop robust, fair, and efficient CAT systems. By bridging psychometric-driven CAT research with machine learning, this survey advocates for a more inclusive and interdisciplinary approach to the future of adaptive testing.

Large language models (LLMs), like ChatGPT, have shown some human-like cognitive abilities. For comparing these abilities of different models, several benchmarks (i.e. sets of standard test questions) from different fields (e.g., Literature, Biology and Psychology) are often adopted and the test results under traditional metrics such as accuracy, recall and F1, are reported. However, such way for evaluating LLMs can be inefficient and inaccurate from the cognitive science perspective. Inspired by Computerized Adaptive Testing (CAT) used in psychometrics, we propose an adaptive testing framework for LLM evaluation. Rather than using a standard test set and simply reporting accuracy, this approach dynamically adjusts the characteristics of the test questions, such as difficulty, based on the model's performance. This allows for a more accurate estimation of the model's abilities, using fewer questions. More importantly, it allows LLMs to be compared with humans easily, which is essential for NLP models that aim for human-level ability. Our diagnostic reports have found that ChatGPT often behaves like a ``careless student'', prone to slip and occasionally guessing the questions. We conduct a fine-grained diagnosis and rank the latest 6 instruction-tuned LLMs from three aspects of Subject Knowledge, Mathematical Reasoning, and Programming, where GPT4 can outperform other models significantly and reach the cognitive ability of middle-level students. Different tests for different models using efficient adaptive testing -- we believe this has the potential to become a new norm in evaluating large language models.