Computerized adaptive testing in instructional settings

Item response theory (IRT) has most often been used in research on computerized adaptive testing (CAT). Depending on the model used, IRT requires between 200 and 1,000 examinees for estimating item parameters. Thus, it is not practical for instructional designers to develop their own CAT based on the IRT model. Frick improved Wald's sequential probability ratio test (SPRT) by combining it with normative expert systems reasoning, referred to as an EXSPRT-based CAT. While previous studies were based on re-enactments from historical test data, the present study is the first to examine how well these adaptive methods function in a real-time testing situation. Results indicate that the EXSPRT-I significantly reduced test lengths and was highly accurate in predicting mastery. EXSPRT is apparently a viable and practical alternative to IRT for assessing mastery of instructional objectives.     

The Forgotten Minority: Exploring Deficiencies in Access to Education and Technology in Rural America

ABSTRACT

Rural Americans often face challenges in education and, as a result, long-term economic stability due to a deficiency in access to digital resources, minimal opportunities for advanced education, and a lack of community support and value placed on educational achievements. This article explores these deficiencies through the theoretical framework of social cognitive career theory (SCCT). Further, by focusing on a literature review of current studies as well as nationally published news articles, potential solutions are discussed, including increased attention from educational institutions, fostering family engagement and support, funding and grants, and technology access and support.     

The persuasive campaign: A pedagogy for the contemporary first course in speech communication

The goals, pedagogy, and structure of the first course in speech communication often convey an unintended but nonetheless erroneous implication of audience control by a speaker. Using the persuasive campaign as the pedagogical basis for the speech fundamentals course allows for a broader range of rhetorical strategies and new criteria for evaluating student performances. Use of the persuasive campaign is also totally consistent with contemporary theories of human behavior.     

’There's no such thing as society . . .’: some problems with an individual approach to creating a Learning Society

This article reviews the current enthusiasm for an individual approach to creating a Learning Society in the UK, particularly as typified by the Royal Society of Arts (RSA) Campaign for Learning. While accepting that there are good reasons for policy makers wanting to place a greater emphasis upon the role of the individual learner, the article warns that major problems confront a more learner‐centred approach. These difficulties are reviewed on three fronts. First, parts of the vocational education and training (VET) system's institutional framework are not geared to meeting the needs of the individual user, and their governance structures afford little weight to the views of individuals and their representatives. Second, the economic case for individual upskilling is much weaker than many policy makers wish to believe. Third, an undue emphasis upon individual responsibility for learning runs the risk of ignoring the major structural and societal barriers that confront many adult learners. The article concludes that while an individual focus is important, it needs to go hand in hand with wider structural change ‐‐ aimed at reforming the VET system, stimulating greater demand for skill in the UK economy, and at tackling structural barriers that impede access to learning opportunities.