Variables in adaptive decisions in individualized instruction 1

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Abstract
Adapting through prescriptive tests has been a most prized feature of curriculum materials developed in the modern research and development tradition. It is, therefore, surprising that there were no earlier attempts to measure the variables that affect adaptive decisions. Three measures of variables reflecting the rationale of adapting to individual differences are presented here. These measures are: (a) ratio of teaching time to total time; (b) predictive validity ratio; and (c) discriminability ratio. The use of these measures is demonstrated with five diverse examples of adaptive programs. Each of the three measures yielded a considerable range of values over the five programs, but none of the programs proved adequate on all three measures of the necessary conditions for adaptive decisions. Adapting instruction with prescriptive tests may continue to be widely used as a matter of faith, but as yet there is no empirical basis for the faith. The present measures may help in both preparing adequate adapting programs and in proving the worth of adaptive instruction.