%0 Book Section %B Evidence-based educational methods %D 2004 %T Adaptive computerized educational systems: A case study %A Ray, R. D. %E R. W. Malott %K Artificial %K Computer Assisted Instruction %K Computer Software %K Higher Education %K Individualized %K Instruction %K Intelligence %K Internet %K Undergraduate Education %X (Created by APA) Adaptive instruction describes adjustments typical of one-on-one tutoring as discussed in the college tutorial scenario. So computerized adaptive instruction refers to the use of computer software--almost always incorporating artificially intelligent services--which has been designed to adjust both the presentation of information and the form of questioning to meet the current needs of an individual learner. This chapter describes a system for Internet-delivered adaptive instruction. The author attempts to demonstrate a sharp difference between the teaching that takes place outside of the classroom in universities and the kind that is at least afforded, if not taken advantage of by many, students in a more personalized educational setting such as those in the small liberal arts colleges. The author describes a computer-based technology that allows that gap to be bridged with the advantage of at least having more highly prepared learners sitting in college classrooms. A limited range of emerging research that supports that proposition is cited. (PsycINFO Database Record (c) 2005 APA ) %B Evidence-based educational methods %S Educational Psychology Series %I Elsevier Academic Press %C San Diego, CA. USA %P 143-169 %G eng %& 10 %0 Journal Article %J ReCALL %D 2004 %T Évaluation et multimédia dans l'apprentissage d'une L2 [Assessment and multimedia in learning an L2] %A Laurier, M. %K Adaptive Testing %K Computer Assisted Instruction %K Educational %K Foreign Language Learning %K Program Evaluation %K Technology computerized adaptive testing %X In the first part of this paper different areas where technology may be used for second language assessment are described. First, item banking operations, which are generally based on item Response Theory but not necessarily restricted to dichotomously scored items, facilitate assessment task organization and require technological support. Second, technology may help to design more authentic assessment tasks or may be needed in some direct testing situations. Third, the assessment environment may be more adapted and more stimulating when technology is used to give the student more control. The second part of the paper presents different functions of assessment. The monitoring function (often called formative assessment) aims at adapting the classroom activities to students and to provide continuous feedback. Technology may be used to train the teachers in monitoring techniques, to organize data or to produce diagnostic information; electronic portfolios or quizzes that are built in some educational software may also be used for monitoring. The placement function is probably the one in which the application of computer adaptive testing procedures (e.g. French CAPT) is the most appropriate. Automatic scoring devices may also be used for placement purposes. Finally the certification function requires more valid and more reliable tools. Technology may be used to enhance the testing situation (to make it more authentic) or to facilitate data processing during the construction of a test. Almond et al. (2002) propose a four component model (Selection, Presentation, Scoring and Response) for designing assessment systems. Each component must be planned taking into account the assessment function. %B ReCALL %V 16 %P 475-487 %G eng