The use of computerized-adaptive testing (CAT) has expanded rapidly the last years mainly due to the advancements in communication and information technology. Availability of advanced mobile technologies provides several benefits to e-learning by creating an additional channel of access with mobile devices such as PDAs and mobile phones. This paper describes the design issues that were considered for the development and the implementation of a CAT on mobile devices, the CAT-MD (Computerized Adaptive Test on Mobile Devices). Throughout the development of the system, formative evaluation was an integral part of the design methodology. The recommendations, suggestions and the results of the formative evaluation were used to improve the system in order to make the assessment procedure more effective and efficient. These results of the formative evaluation are also presented here.

Adaptive Hypermedia Systems can be developed to accommodate a variety of individual differences, including learning style and cognitive style. This study investigates the hypothesis that adaptive hypermedia accommodating cognitive styles can be beneficial for the observed learning outcomes. A prototype system, designed to be adapted to individual cognitive styles, was developed as a case study. In order to evaluate the effectiveness of the prototype system, an empirical study was conducted. This paper presents the results of the summative evaluation of the system. Statistical analyses indicated that students in the experimental group performed significantly better than students in a control group. These findings indicate that student performance is mainly affected by adaptivity based on individual cognitive styles. IntroductionThe hypermedia environment is considered to be a flexible instructional environment in which all learning needs can be addressed (Ayersman and Minden, 1995). Many researchers have been working to construct sophisticated hypermedia systems that can identify a user's interests, preferences and needs, and give some appropriate advice to the user throughout the learning process. Adaptive Hypermedia was introduced as one possible solution. Adaptive Hypermedia Systems (AHS) combine hypermedia systems with Intelligent Tutoring Systems to adapt web-based educational material to particular users. AHS build a user model of the goals, preferences and knowledge of the individual user, and use this model to adapt the content of pages and the links between them to the needs of that user. Since the user's goals, preferences and needs may change over time, AHS observe these changes in order to update the user's model (Brusilovsky, 1996).

With the proliferation of computers in test delivery today, adaptive testing has become quite popular, especially when examinees must be classified into two categories (pass/fail, master/nonmaster). Several well-established organisations have provided standards and guidelines for the design and evaluation of educational and psychological testing. The purpose of this paper was not to repeat the guidelines and standards that exist in the literature but to identify and discuss the main evaluation parameters for a computeradaptive test (CAT). A number of parameters should be taken into account when evaluating CAT. Key parameters include utility, validity, reliability, satisfaction, usability, reporting, administration, security, and thoseassociated with adaptivity, item pool, and psychometric theory. These parameters are presented and discussed below and form a proposed evaluation model, Evaluation Model of Computer-Adaptive Testing. IntroductionTesting is directly related to education and training as a way to measure the performance levels of students. Since education was established as an institution, different methods of assessment have been used in different contexts, such as class presentations, essays, projects, practicum, etc. However, the most common tools of measuring performance are the oral test and the paper-and-pencil test. Given that the computer has been an educational tool in the last few decades and that its use has spread rapidly in all

Open Educational Resources (OERs) have become a very useful medium in the fields of education, research, and training in recent decades, supported by governments and highly respected universities and institutions worldwide. Today's university students-in western societies mainly-have been born and raised in a digital world; consuming, providing, and sharing information over the internet 24/7. In that respect, it is interesting to examine whether OERs are a type/kind of information that they would like to "consume, provide, and share" throughout their studies in a formal university course. The paper focus on the attitude toward OERs of students enrolled in a film studies course, offered by the Aristotle University of Thessaloniki, Greece. The aim of the study is to provide film educators with evidence regarding their students' attitudes toward OERs that can be useful in designing teaching strategies to enhance the learning process. Findings suggest that film students want to use OERs in their studies but many of them are not aware that these resources exist and that they are offered from highly recognized institutions and universities worldwide. Therefore, university teachers should assist students to develop familiarity with OERs of high quality and educational value as a useful aid to their studies.

Current research in computerised adaptive testing (CAT) focuses on applications, in small and large scale, that address self assessment, training, employment, teacher professional development for schools, industry, military, assessment of non-cognitive skills, etc. Dynamic item generation tools and automated scoring of complex, constructed response examinations are coming into use. Therefore it is important to extend CAT's functionality to include more variables in its student model that define the examinee as an individual beyond the mastery level, for improved performance and more efficient test delivery. This paper examines variables that can prompt adaptation and discusses their potential use in a hypothetical student model for CAT. The objective of this effort is to provide researchers, designers, and developers of CAT a perspective for exploiting research outcomes from the area of personalised hypermedia applications. IntroductionDue to the advances in communication and information technology, the popularity of computer based testing has increased in recent years. Computer delivery of tests has become feasible for processes such as licensure, certification and admission. Moreover, computers can be used to increase the statistical accuracy of test scores using computerised adaptive testing (CAT). As an alternative to giving each examinee the same fixed test, CAT item selection adapts to the ability level of individual examinees, and after each response the ability estimate is updated and the next item is selected to have optimal properties at the new estimate (van der Linden & Glas, 2003). The computer continuously re-evaluates the ability of the examinee until the accuracy of the estimate reaches a statistically acceptable level or when some limit is reached, such as a maximum number of test items presented. The score is determined from the level of Triantafillou, Georgiadou and Economides 351the difficulty, and as a result, while all examinees may answer the same percentage of questions correctly, high ability examinees will attain a better score as they answer correctly more difficult items. The vast majority of CAT systems rely on Item Response Theory as the underlying model (Lord, 1980;Wainer, 1990). However, Decision Theory provides an alternative underlying model for sequential testing (Rudner, 2002), and Knowledge Space Theory (Doignon & Falmagne, 1985) is a third basis for small scale construction of adaptive tests.Regardless of some disadvantages reported in the literature, for example, high cost of development, item calibration, item exposure control (Eggen, 2001;Boyd, 2003), effect of a flawed item (Abdullah, 2003), or the use of CAT for summative assessment (Lilley & Barker, 2002, CAT has several advantages. Testing on demand can be facilitated, so an examinee can take the test whenever and wherever he or she is ready. Multiple media can be used to create innovative item formats and more realistic testing environments. Other possible advantages are flexibility of test management, immediate avai...