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Ability Measurement in Computer Literacy using the Item Response Theory for Adaptive Learning
PROCEEDINGS

, , , Fukui Prefectural University, Japan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The computer literacy of new students in Japanese university is fairly diverse today. Thus we introduced a placement test using item response theory (IRT) to estimate the students' ability in computer literacy. For measuring the change of the proficiency, we have had the online tests from 2004 to 2006. The ability distributions of students are almost identical for three years. As the result, we conclude that the measurement of the students' ability by IRT is quite stable, even if the question items have been partly changed. In 2006, according to the result of this test, students have been separated into an advance class and a basic class. The learning performances of students are measured by the same tests before and after the computer literacy course. The result shows us that highly skilled new students are unsatisfied with the course. Therefore we are planning an adaptive learning in which students can learn according to their abilities.

Citation

Yamakawa, O., Kikusawa, M. & Tanaka, T. (2007). Ability Measurement in Computer Literacy using the Item Response Theory for Adaptive Learning. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 549-555). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2019 from .

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