Humanized Adaptive Testing, and Human-Adaptable Tests (HAT)

Intelligence testing as a formal, "quantitative" process or discipline (one that yields an I.Q. score rather than a description such as "bright" or "dull") is around 100 years old, which most would agree, is "old". So are most of the techniques used, such as vocabulary tests or puzzles of logic, number series, or geometric shapes. Much of the field, therefore, is "old hat" - to use a term itself old.

As various tools became available, such as computers and photocopiers, there have been some changes - in testing in general, including intelligence testing. So for example the abbreviation CAT stands for Computerized Adaptive Testing; it means that the computer detects if/when a test-taker is succeeding too easily (rapidly submitting answers all correct), and will "skip forward" - presenting harder test items. The test is "adapted" real-time; so if you and another test-taker both sit there side-by-side in two different cubicles, the two of you may actually be taking different tests. Though by design - and hopefully in reality - they both still test the same capability.

Human Adaptive Testing works in much the same way, but is a little more sophisticated, mirroring what actually happens - or what should - in an organization, operation, or procedure that does or involves testing (such as entrance/qualification examination, clinical assessment, education).

While testing is actually occurring, if the proctor detects - just as a computer would - that the test-taker needs not continue with a particular section of a test, they can "skip forward", rather than continuing to administer test items which appear obviously too easy, and which may bore or annoy the test-taker, or simply waste time "establishing" something that's already sufficiently established. In a one-on-one context this is pretty easy. But even in a group-testing environment it's possible, presuming that 1) the proctor is on the ball (basically, walking around and observing carefully), and 2) there is something else to give to the test-taker, that can better (meaning, more appropriately to their ability, more precisely) assess. One simply, and quietly (in a manner not distracting to others), says to the test-taker "Here, work on this instead" - and hands the test-taker a different instrument. The "adaption" is to skip not just some few questions* but an entire test instrument. Or, in case of a test like the OVRT, designed to be adaptable real-time, the adaption may be to skip sections (thus skipping simpler question types), moving the test-taker into the sections involving categorization and/or complex-relation.

There's more to HAT than just skipping sections; in a way it's not just a method of test design but a more complete philosophy of testing (more individualized, more "human-centric"). Adaptability can (should?) be built into not just the tests but the whole process. One simple example of such an adaptive process; (accurately) determining that a child has neither aptitude nor interest in some area and directing them instead to a different area, topic, and/or activity.

I recall a woodworker I once worked (closely) with who'd been a woodworker all his life. Back when he was in grade school his art teacher literally opened the door between the art shop and the wood shop, allowed him to go over and pursue that which he was good at. This of course is an example of an educational, not a testing, adaptation. But the two are clearly related - after all the point** of testing is to predict behavior, which in this case involved correctly discerning that in the shop environment the student would learn and achieve more, perform better, and better enjoy the learning experience.

*I am oversimplifying slightly; Computerized Adaptive Testing can also use other techniques, but they are all similar/related.

**Per Bill Revelle

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