At ASiMETRY, our research is guided by Asymmetric Theory (AT) — a framework emphasizing optimisation, efficiency, and adaptability through nonlinear and multilayered thinking. We explore how asymmetric principles can transform education, assessment, and human development into more effective, context-sensitive, and sustainable systems.
Our ongoing and completed studies span areas such as educational measurement, language assessment, psychometrics, test anxiety, AI in education, and the application of Asymmetric Theory to learning and management systems. Each of our research aims to bridge theory and practice to create real-world impact through data-driven and human-centered innovation. Below are a selection of our research in these areas.
Computerized Adaptive Testing: From Concept to Implementation
This comprehensive guide (book) by David J. Weiss and our founder Dr. Alper Şahin explains how to design, simulate, and implement Computerized Adaptive Tests (CAT) using Item Response Theory. It covers every step—from item banking to delivery—offering real-world examples for measuring ability, proficiency, and psychological traits.
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Applying Asymmetric Theory to Optimise IEP Designs
Grounded in Asymmetric Theory, this book chapter redefines instructional, assessment, and administrative designs in Intensive English Programs. By identifying and prioritizing key success factors, it demonstrates how multilayered asymmetric thinking and strategy building can optimize educational systems for efficiency, adaptability, and long-term sustainability.
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Rater Performance Categorization System (RPCS)
The RPCS introduces a practical framework for monitoring and improving rater accuracy in Intensive English Programs. It offers an accessible, data-informed system that helps administrators ensure fairness and consistency without requiring complex statistical tools or software.
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Placement Exam in English Proficiency Exam: A New Approach and Its Results
This research proposes a psychometrically sound framework for merging placement and proficiency exams during pandemic restrictions. The model, tested with 965 students, improved item parameters and test information functions, demonstrating a valid and efficient approach for large-scale assessment contexts.
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State Test Anxiety Scale (STAS) and Durumluk Sınav Kaygısı Ölçeği (DuSKÖ)
Developed and validated by our founder Dr. Şahin, these scales measure test anxiety based on the bio-psychosocial model. The Turkish (DuSKÖ) and English (STAS) versions both demonstrate excellent reliability and validity, capturing cognitive, psychosocial, and physiological dimensions of students’ exam-related anxiety.
