This fall, students across New Jersey took part in a major statewide initiative: the NJSLA-Adaptive field test, the first large-scale trial of the state’s shift toward computer-adaptive testing. The field test was administered in English Language Arts (ELA) for grades 4–10 and in Mathematics for grades 4–9, along with high school students currently enrolled in Algebra I, Geometry, or Algebra II.
Unlike typical standardized testing, students were not selected based on performance, grades, or past test scores. Participation was determined solely by grade level and math course. Every district was instructed by the state to include all eligible students.
Before testing began, teachers across New Jersey completed training on the new platform and procedures. This preparation included how students would log in, how accommodations should be handled, and how to respond to potential technical issues. The goal was to ensure a smooth rollout of a system no one had used before.
Importantly, the purpose of this field test was not to evaluate students—but to evaluate the test itself. The state is gathering data on which questions are too easy, too difficult, or confusing, and whether the adaptive format functions properly. The field test also helps determine whether the assessments are fair for all student groups. The results will guide the development of future operational NJSLA exams, but no individual student scores will be reported. The outcomes do not affect grades, placement, or graduation requirements.
As with any new system, the rollout brought both challenges and positives. Some schools faced technical issues, scheduling adjustments, or login problems. On the other hand, many teachers and students appreciated the chance to try the new tools and format before the adaptive testing becomes permanent in the spring.
For students, the experience offered unexpected benefits. Beyond exposure to the updated platform, the field test served as practice in digital literacy skills such as reading on a screen, navigating digital math tools, and typing constructed responses. According to teachers, this should make the spring assessments feel less intimidating and more familiar.
The fall field test represents a significant step toward New Jersey’s transition to adaptive testing for both NJSLA in ELA and Math, as well as the NJGPA. While the state may continue testing small batches of new questions, officials say that students should not expect a large-scale fall field test like this every year. The adaptive version is planned to become the standard spring assessment moving forward.
As schools reflect on the experience, educators like Mr. DeLaura encourage students to share their perspectives. “This is a learning process for everyone,” he noted, offering to meet with students who want to discuss their personal experience with the test.
