The purpose of this study was to establish whether Computer Adaptive Testing can be successfully adopted in educational assessment in Kenya by focusing on factors likely to affect its adoption. The study objectives were to determine a) the extent to which adoption of CAT is affected by students and teachers perceptions b) the extent to which adoption of CAT is affected by the existing technological infrastructure; and c) the extent to which adoption of CAT is affected by levels of computer literacy. The study used a sample selected from public secondary schools in Makueni County through simple random sampling technique. Questionnaires with both open and closed questions were used to collect primary data from the respondents while secondary data was obtained from the Ministry of Education, Makueni County Office. The data was analyzed using the Statistical Package for Social Sciences (SPSS) where Descriptive statistics such as frequency distributions, percentages, means and standard deviations as well as inferential statistics such as Pearson Correlation and ANOVA tests were utilized. The findings of the study indicate that teachers and students perceptions are positively related with adoption of CAT (0.085) although the relationship is weak; there is significant relationship between ICT infrastructure and adoption of CAT (0.336) and the relationship between teachers and students level of computer literacy and adoption of CAT is negligible (0.049).

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