Students’ acceptance on computer-adaptive testing for achievement assessment in Japanese elementary and secondary school

The present research aimed to investigate whether Japanese elementary and secondary schools can accept computer-adaptive tests, which is an important issue under consideration for its future introduction achievement assessments. We conducted two studies that asked school students take a test complete the questionnaires. assessed individual differences in goals tested they predicted scores on test. Moreover, we about their attitudes toward different forms of tests. study results were twofold. First, those with high performance-avoidance did not perform worse than low after controlling approach learnings, mediating variable. This implies does reinforce students’ anxiety taking. Second, exhibit more negative attitude traditional fixed-item but had perception human-adaptive tests (tests tailored by teacher). Our provide practical implications could be carefully introduced into assessment children while considering acceptance