Abstract:

The implementation of computerized adaptive testing in science education has shown improvement in the effectiveness of student feedback compared to traditional assessment methods. To examine the implementation of computerized adaptive assessment, we conducted a systematic literature review of studies published between 2010 and 2025. Using 17 search terms, four databases (EBSCOhost, Web of Science, Scopus and Google Scholar) were searched for empirical, peer-reviewed studies with practical application of computerized adaptive assessment in science education. The study adapted a PRISMA framework, yielding 10 studies which met our inclusion criteria. The analysis was guided by the model of adaptive teaching which underscores the dynamic relationship between the student stimuli, teacher reflection and metacognition, and teacher action. The findings revealed that the use of computerized adaptive testing (CAT) is increasing in science education, especially at secondary and tertiary level in physics and biology. It has shown to improve assessment accuracy, provide real-time feedback and assess skills such as critical thinking, problem solving and content knowledge. The findings also show that CAT is more effective and more student-friendly than traditional approaches, as it relies on item response theory (IRT) algorithms, web-based platforms and formative assessment formats. Although its application is still limited in the geographical scope, CAT generally marks a promising shift towards individualized, technology-driven scientific assessments. While this is true, it is observed that its implementation in other science disciplines such as chemistry is still lacking. Therefore, more studies need to be conducted on such disciplines to increase and validate the relevance of CAT in science education.

Keywords:

Computerized Adaptive Testing, Science Education, Adaptive Assessment Structure.