ADVANCING IN ADAPTIVE EDUCATIONAL ASSESSMENT: INTEGRATING BLOOM'S TAXONOMY, ITEM RESPONSE THEORY, AND MOODLE

Abstract

This study explored the integration of the Revised Bloom's Taxonomy, Item Response Theory (IRT), and Moodle for the development of adaptive assessments. The goal was to create an assessment model that dynamically adjusted to the students' level of knowledge, providing a personalized and effective learning experience. The adopted methodology involved defining learning objectives aligned with the Revised Bloom's Taxonomy, developing and calibrating an item bank using IRT, and implementing these items in Moodle through the Adaptive Quis module. A pilot test was conducted to validate the approach, followed by a detailed analysis of the results for adjustments and improvements.