# Andrew Pyper, Mariana Lilley, Paul Wernick and Amanda Jefferies A SIMULATION OF A F LEXILEVEL TEST.

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Andrew Pyper, Mariana Lilley, Paul Wernick and Amanda Jefferies A SIMULATION OF A F LEXILEVEL TEST

WHAT IS A FLEXILEVEL TEST?

 We have carried out studies at different levels and in different educational contexts  Levels 4 and 7  Pilot study  Formative assessment  Summative assessment BACKGROUND

 We asked students and tutors what they thought about the Flexilevel approach…  Focus groups  Surveys  Overall  Formative- sounds good  Summative- not so keen ATTITUDE

 We have quite a lot of data from studies in real educational contexts, so why this study?  Practical considerations associated with:  Setting up an assessment  Setting up the lab  Timing- limited number of opportunities for running assessments and we need data  Opportunity to see what the results look like without examinees actually experiencing the flexilevel test WHY SIMULATION?

 We need more data – lots of points of interest.  Requirements for calibration  How many items are needed to obtain the same results as standard CBT  The influence of different contexts WHY SIMULATION?

 Examinee responses from two different computer-based tests (CBTs) were collated for analysis.  Level 4 Databases  Level 6 Databases  Calculate the difficulty of each item PREPARING THE SIMULATION

 The items were ranked according to their difficulty  The flexilevel algorithm was applied to the selection of the items  Stop the simulation after half (or almost half) the number of items are presented APPLYING THE FLEXILEVEL ALGORITHM

 In the case of Databases (Level 4), there was a strong, positive correlation between the CBT and Flexilevel scores, which was statistically significant (rs(9) = 0.949, p < 0.01).  In the case of Databases (Level 6), there was also a strong, positive correlation between the CBT and Flexilevel scores, which was statistically significant (rs(63) = 0.930, p < 0.01). RESULTS

 Further simulation studies  Further studies in real educational contexts- points of interest include:  Formative assessment in mobile contexts  Applying the flexilevel approach to learning activities more generally than assessment NEXT WORK

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