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This paper investigates the potential of computerized adaptive testing for CMs to reduce test time. In the context of education and training, competency measurement (CM) is a central challenge in competency management. For complex CMs, a compromise must be addressed between the time available and the quality of the measurements. Increasing the efficiency of existing tests therefore poses a key challenge.

Results from a market analysis show a lack of integrated adaptive testing tools for CMs. The implementation, integration and evaluation of an appropriate adaptive component are presented for the example of the learning management system ILIAS used for a CM of health workers. The textbook scenario of a linear testing implementation is compared with results from the adaptive testing tool implementation. A simulation component is created to investigate the robustness of the adaptive test regarding answers that are inconsistent with the test person’s ability.

A test time reduction of 40 per cent is achieved by the adaptive test. The test shows high stability for up to 20 per cent of the answers being inconsistent with the test person’s ability.

Results indicate the high potential of computerized adaptive testing for CMs. The developed tool could be used for the implementation of combined multimedia computerized adaptive tests. Time savings could be utilized to improve measurement quality. Large-scale empirical studies on the interaction between competency dimensions could be facilitated. No other tool could be identified possessing these capabilities.

Based on the general formula, which depends on the length and difficulty of the test, the number of respondents and the number of ability levels, this study aims to provide a closed formula for the adaptive tests with medium difficulty (probability of solution is p = 1/2) to determine the accuracy of the parameters for each item and in the case of calibrated items, determine the required test length given number of respondents.

Empirical results have been obtained on computerized or multistage adaptive implementation. Simulation studies and classroom/experimental results show that adaptive tests can measure test subjects’ ability to the same quality over half the test length compared to linear versions. Due to the complexity of the problem, the authors discuss a closed mathematical formula: the relationship between the length of the tests, the difficulty of solving the items, the number of respondents and the levels of ability.

The authors present a closed formula that provides a lower bound for the minimum test length in the case of adaptive tests. The authors also present example calculations using the formula, based on the assessment framework of some student assessments to show the similarity between the theoretical calculations and the empirical results.

With this formula, we can form a connection between theoretical and simulation results.

This study aims to focus on providing a computerized classification testing (CCT) system that can easily be embedded as a self-assessment feature into the existing legacy environment of a higher education institution, empowering students with self-assessments to monitor their learning progress and following strict data protection regulations. The purpose of this study is to investigate the use of two different versions (without dashboard vs with dashboard) of the CCT system during the course of a semester; to examine changes in the intended use and perceived usefulness of two different versions (without dashboard vs with dashboard) of the CCT system; and to compare the self-reported confidence levels of two different versions (without dashboard vs with dashboard) of the CCT system.

A total of N = 194 students from a higher education institution in the area of economic and business education participated in the study. The participants were provided access to the CCT system as an opportunity to self-assess their domain knowledge in five areas throughout the semester. An algorithm was implemented to classify learners into master and nonmaster. A total of nine metrics were implemented for classifying the performance of learners. Instruments for collecting co-variates included the study interest questionnaire (Cronbach’s a = 0. 90), the achievement motivation inventory (Cronbach’s a = 0. 94), measures focusing on perceived usefulness and demographic data.

The findings indicate that the students used the CCT system intensively throughout the semester. Students in a cohort with a dashboard available interacted more with the CCT system than students in a cohort without a dashboard. Further, findings showed that students with a dashboard available reported significantly higher confidence levels in the CCT system than participants without a dashboard.

The design of digitally supported learning environments requires valid formative (self-)assessment data to better support the current needs of the learner. While the findings of the current study are limited concerning one study cohort and a limited number of self-assessment areas, the CCT system is being further developed for seamless integration of self-assessment and related feedback to further reveal unforeseen opportunities for future student cohorts.

There is an increase globally of students using technology to support their learning. The purpose of this paper is to outline the technical aspects of adaptive learning and contribute to the development of pedagogy that incorporates this method in teaching and learning.

This is a technical review article that summarises key guidance on the application of adaptive learning and then reflects on its application in a UK and Vietnamese context.

Initial analysis demonstrates that learning can occur asynchronously because of students engaging with adaptive learning. Issues and recommendations were derived from the reflections and practice of both UK and Vietnamese practitioners. Recommendations focussed on the more practical elements of constructing and maintaining adaptive learning. Questions were then constructed to make the decision of whether to implement adaptive learning into teaching and learning practices.

This academic commentary reflects on the implementation of asynchronous learning adaptive technologies in both the UK and Vietnam, specifically exploring the use of a “mastery path” and “computerised adaptive testing” to enhance student understanding.

The purpose of this chapter is to provide researchers a summary of some of the latest developments in item response theory (IRT), and to help these groups realize that psychometric tools can now be used for theory testing in addition to the traditional role of improving construct measurement. The author first reviews some of the fundamental tenets of classical test theory to contrast with IRT. He then describes recent advances in goodness-of-fit tests that have helped turn IRT into a model-testing tool. Finally, the author reviews several new test models that provide new flexibilities, summarizing summarize several examples of research that has used these new models in organizational research. At the end of this review, the author provides suggestions to help researchers better use these new IRT tools. Although there have been significant advances in IRT in the past decade, there has not been a systematic review of these developments. This review places those developments in context to provide readers a real appreciation of these breakthroughs.

The purpose of this paper is to present a biographical sketch of Srinivasan Ramani (1939‐present) whose career as India's pioneer IT researcher and IT educator has spanned over four decades.

Literature review and interviews with the subject.

Ramani has contributed significantly to the development of India's information technology with seminal work in IT networking, IT software and IT education. During his career Ramani has guided several doctoral graduates in computer science and information technology, many of whom have gone on to pursue distinguished careers in education, governmental policy and industry.

The paper gives an account of the historical circumstances that led to Ramani's gradual rise and traces the important milestones in India's information technology development.

The purpose of this paper is to show the effectiveness of innovative mobile technologies in learning, to develop a new testing system with a mobile application and to investigate the influence of its use on the level of students’ knowledge.

Modern information assessment methods of knowledge, testing, including application of mobile devices and statistical analysis tools were used in the present research.

In recent times, students are motivated to use mobile technologies in education. This paper offers one of the approaches for achieving the effective integration of mobile technologies into the learning process. The software is developed for in-class testing as a client-server and its mobile application.

The practical research verified many advantages of mobile device usage during testing. It contributes to higher academic performance; in addition, it is economically advantageous as it does not require special equipment in classrooms and is psychologically comfortable for students who are accustomed to constantly using their mobile devices.

Well-educated people play a role in the development of modern society. Mobile technologies can transform education into a seamless part of the ordinary life so that a person does not recognize it as training at all. The learning process will become more natural and easier and that will improve its quality.

This paper demonstrates how mobile devices can satisfy the learning expectations of students who frequently use mobile services on the Web and can attract their study interest implementing the created testing system in full-time education process.

With the steady overall development of the continent, the African business landscape over the last decade has witnessed increased growth through numerous avenues. Growth has been through the emergence of formalised small and medium enterprises, the growth of business and transition from one scale to another as well as inward foreign direct investment. The purpose of this paper is to investigate how this business growth can be sustained, particularly in the area of talent management, within the framework of the United Nations Sustainable Development Goals.

This paper presents the findings of a narrative inquiry conducted in 2016 on an expert panel of talent managers in businesses based in South Africa.

The focus of the inquiry was the challenges in talent currently faced by South African businesses and what possible solutions, that address the question of sustainable development, may lie in talent management practices. The study finds that there may be scope for the augmentation of current practice in psychometric testing which may address a plethora of problems currently defining the talent context in African business.

The growth of African businesses has presented interesting challenges in managing the African business particularly in the area of human resources and talent management. A persistent notion is the question of sustaining this growth on the continent. As enterprise grows, the need for talent is ever more pressing. This paper seeks to present pathways to sustainability in this regards.