PAKAKUL BUDKEN,PRAKITTIYA TUKSINO
DOI: https://doi.org/This study aimed to evaluate the effectiveness of a Computerized Adaptive Testing (CAT) system for assessing life skills among Grade 9 students in Northeastern Thailand. The life skills scale used in this study was previously developed based on eight core components—Decision Thinking, Critical and Logical Thinking, Creative and Entrepreneurial Thinking, Emotional Control, Self-Awareness, Interpersonal Relationships, Citizenship, and Communication—with 120 polytomous items calibrated using the Graded Response Model (GRM) in Item Response Theory (IRT). In this phase, the CAT system was implemented with 35 students, and the system automatically selected items based on their ability levels (θ). Results revealed diverse life skill proficiency levels among students, with high measurement precision indicated by low standard errors of measurement (SEM) and a well-distributed θ score range. In addition, feedback from both students and teachers reflected positive attitudes toward the adaptive test’s usability, fairness, and time efficiency. These findings support the application of CAT in life skills assessment and highlight its potential for enhancing student-centered assessment, educational equity, and scalable testing in Thai education policy reform.
Keywords: Computerized adaptive testing; life skills assessment; secondary education; non-cognitive measurement; Item Response Theory; Thai education; educational technology; psychometric analysis
