Computerized Adaptive Testing (CAT) is a field of research originating in psychometrics that has been adopted in the last years for formative and summative assessment activities in educational settings in general and in online learning in particular. While a variety of platforms is available for designing and deploying CAT the challenge of providing the flexibility in test and item design required for domain-specific assessment formats in education has hardly been addressed so far. The present article introduces a software architecture to fill this gap and enable the development of fully customizable CAT tools with respect to domain-specific item design and visualization as well as deployed CAT algorithms. A prototypical implementation of the architecture and a set of domain-specific item types are presented to demonstrate the feasibility of the proposed approach and outline future directions of development and research.

When the COVID-19 pandemic forced higher education institutions to implement their programs in an online setting, different groups of students were influenced to different extents. In many cases, the main locus of learning moved to students' homes, and their learning experiences were suddenly contextualized in their residential situation and immediate physical learning environment. The present study consequently examines the role of physical learning environments on different factors influencing students’ learning when pursuing their study from at home. It contrasts the situation of traditional students in a higher education institution and non-traditional students in an academic continuing education institution, which address target groups with different living conditions and needs in learning support. Data were collected via an online survey sent to students enrolled in these two institutions, with a total of 353 students participating during a timeframe impacted by COVID-related lockdowns. We found that stress and well-being is strongly linked to the quality of the surrounding environment of the learning place, whereas perceived motivation is more strongly related to the quality of the learning place itself. How strongly students are affected by these factors is moderated by their overall socio-spatial context. Academic continuing education students are more resilient to sub-optimal physical learning environment than traditional students. Altering the design of the immediate learning environment consequently can help to mitigate factors that negatively impact students’ well-being and learning motivation, which is particularly important for traditional students, who primarily dedicate their time to pursuing their studies.

The existence of a shared understanding about a collaborative work process among all involved actors is one prerequisite for its successful implementation. The development of a shared understanding is facilitated when the actors make explicit their individual views and create externalizations that can be used as subjects of discourse. Instruments supporting externalization and discourse about collaborative work need to provide adequate forms of representation and guide actors in implementing these reflection and alignment processes. Appropriate guidance can facilitate the construction of a shared understanding for actors not accustomed to such processes. This paper introduces a methodology that offers structural and procedural guidance by adopting diagrammatical conceptual modeling techniques. This methodology has been evaluated extensively in a multiple case study. A combination of interaction analysis of the modeling process and ex-post assessment of the actors’ perceptions has been used to evaluate the adequacy of the proposed methodology with respect to the pursued objectives. The results confirm that the modeling methodology and the proposed guidance measures appropriately support the process of constructing a shared understanding about collaborative work processes.