NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1345451
Record Type: Journal
Publication Date: 2022
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0895-7347
EISSN: EISSN-1532-4818
Available Date: N/A
Personalized Online Learning, Test Fairness, and Educational Measurement: Considering Differential Content Exposure Prior to a High Stakes End of Course Exam
Daniel Katz; Anne Corinne Huggins-Manley; Walter Leite
Applied Measurement in Education, v35 n1 p1-16 2022
According to the "Standards for Educational and Psychological Testing" (2014), one aspect of test fairness concerns examinees having comparable opportunities to learn prior to taking tests. Meanwhile, many researchers are developing platforms enhanced by artificial intelligence (AI) that can personalize curriculum to individual student needs. This leads to a larger overarching question: When personalized learning leads to students having differential exposure to curriculum throughout the K-12 school year, how might this affect test fairness with respect to summative, end-of-year high-stakes tests? As a first step, we traced the differences in content exposure associated with personalized learning and more traditional learning paths. To better understand the implications of differences in content coverage, we conducted a simulation study to evaluate the degree to which curriculum exposure varied across students in a particular AI-enhanced learning platform for Algebra instruction with high-school students. Results indicate that AI-enhanced personalized learning may pose threats to test fairness as opportunity-to-learn on K-12 summative high-stakes tests. We discuss the implications given different perspectives of the role of testing in education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Related Records: ED623474
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Florida
IES Funded: Yes
Grant or Contract Numbers: R305C160004
Author Affiliations: N/A