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What is the Difference Between Adaptive Testing and Adaptive Learning?

In this video segment Dr. Nish Sonwalkar (Sc.D., MIT) provides difference between Adaptive Testing and Adaptive Learning. Most often the adaptive learning is confused with the adaptive testing. The adaptive testing is a method in which the difficulty level of questions is adjusted continuously to ascertain the competency level of a learner. The questions are posed to the learner, on a given subject matter, with known level of difficulty, say medium level of difficulty and if the student answers questions correctly then the difficulty level is increased. The level of difficulty is increased in each questions posed until the learner starts not answering questions. Then the difficulty level is reduced. By going over several related subject matter areas after sufficient number of questions/answer sessions a score is calculated for the student and then he is put on a percentile basis on the scale by the adaptive testing agency who already have a corpus of normalized data with percentile distribution. Most of the testing agencies for aptitude testing use adaptive testing, such as, GRE, GMAT, SAT etc. In adaptive testing based adaptive learning systems the content level of difficulty and explanation is varied based on the question/answer set. However in such systems there is no distinct pedagogy that is used for the variation of content presentation to the user for cognitive opportunity enhancement. In true, adaptive learning system, first requirement is to have a pedagogical framework for the presentation of content in three or more learning paths and then there is assessment engine that will provide continuous feedback and rotation of learners through the learning path to reach a desired competency level with desired learning outcome. Hence most of the claims made by the adaptive learning systems that are purely based on adaptive testing do not provide sufficient distinction of content in terms of cognitive learning strategies to be termed as adaptive learning systems. We need to dispel the myth that adaptive testing based content presentation systems are adaptive systems and do not match with the learning preference of the individual learners.