Vol. 4 (2025): JOCATIA Volume 4

The articles in this journal issue emanated from the 2025 Conference of the Association of Computer Adaptive Testing in Africa (ACATA) with the theme 'Transforming Educational Assessments with Adaptive Technological Innovations', held from October 20 to 23 at the University of Johannesburg, South Africa.

This was the second biennial meeting of scholars, practitioners, and policymakers who want to improve technology-driven assessment across the continent. Convened as a hybrid international forum, the conference brought together interdisciplinary perspectives to interrogate emerging trends in computer adaptive testing (CAT) and their implications for educational measurement, equity, and innovation in Africa.

Set against the backdrop of rapid digital transformation in education, the conference emphasised the growing role of artificial intelligence, machine learning, data analytics, and related technologies in reshaping assessment systems. Contributions addressed how these innovations enable more personalised, efficient, and valid measurement of learning outcomes while also raising critical questions about fairness, accessibility, and contextual relevance within African education systems.

This issue curates a selection of rigorously peer-reviewed papers presented at the conference, reflecting cutting-edge empirical, methodological, and theoretical advances in CAT and allied fields. The included studies span diverse themes,, including adaptive test design, psychometric modelling, automated item generation, learning analytics, and the integration of emerging technologies into large-scale and classroom-based assessment. Collectively, they demonstrate the growing body of research supporting adaptive assessment practices in Africa and beyond.

Importantly, the contributions also foreground the conference’s central commitment to leveraging innovation for inclusive and equitable education. Authors critically examine how adaptive testing can be deployed to address longstanding disparities in access, quality, and outcomes, ensuring that technological progress translates into meaningful educational development across diverse contexts.

By bringing together these works, this special issue not only documents the scholarly output of the 2025 ACATA Conference but also advances ongoing dialogue on the future of assessment in the Fourth Industrial Revolution. It serves as a valuable resource for researchers, educators, policymakers, and assessment professionals seeking to harness adaptive technologies to strengthen educational systems in Africa and globally.