Technological Issues for Computer-Based Assessment

Abstract

This chapter reviews the contribution of new information-communication technologies to the advancement of educational assessment. Improvements can be described in terms of precision in detecting the actual values of the observed variables, efficiency in collecting and processing information, and speed and frequency of feedback given to the participants and stakeholders. The chapter reviews previous research and development in two ways, describing the main tendencies in four continents (Asia, Australia, Europe and the US) as well as summarizing research on how technology advances assessment in certain crucial dimensions (assessment of established constructs, extension of assessment domains, assessment of new constructs and in dynamic situations). As there is a great variety of applications of assessment in education, each one requiring different technological solutions, the chapter classifies assessment domains, purposes and contexts and identifies the technological needs and solutions for each. The chapter reviews the contribution of technology to the advancement of the entire educational evaluation process, from authoring and automatic generation and storage of items, through delivery methods (Internetbased, local server, removable media, mini-computer labs) to forms of task presentation made possible with technology for response capture, scoring and automated feedback and reporting. Finally, the chapter identifies areas for which further Chapter 4

Neveléstudományi kutatás és kutatóképzés

“…A 90-es évek elején még az egyes technológiai eszközök adta mérési-értékelési lehetősé-gek kihasználásán volt a hangsúly, és alapvetően drága tesztelési módnak számí-tott a technológiaalapú tesztelés. Egy évtizeddel később, a technológiai eszközök, különösen a számítógép elterjedésével, valamint a nemzeti és nemzetközi felmé-rések rendszeressé válásával ismét a mérés-értékelés fókuszába került a technoló-giaalapú tesztelés, de már úgy, mint a hagyományos, papíralapú tesztelést felváltó és a mérések lehetőségeit kiterjesztő alternatíva (Csapó et al, 2012).…”

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“…Gjennom facebook oppnår de rask tilgang til andres tanker og refleksjoner og etablerer en form for tolkningsfellesskap. Dette kan ses på som et aspekt ved vurdering for laering da det er med på å påvirke elevens endelige produkt (Mayrath et al, 2012;Casapò et al, 2012;Black & Wiliam, 2001, 2006Hattie & Timperley, 2007;Hattie, 2012;Paulus, 2007).…”

“…Studiens funn indikerer derfor at utfordringene først og fremst ligger i et endret perspektiv på laering og undervisning mer enn anvendelse av teknologi (Jonassen et al, 1995;Selwyn, 2011;Mayrath et al, 2012;Stahl, 2003;Paulus, 2007& Scardamalia, 2012. Skal teknologien virke fremmende på elevenes laering og kunne støtte opp om «Collaborative Learning» (Stahl, 2003), «Collaborative dialouges» (Paulus, 2007) og «knowledge building environments» (Scardamalia et.al., 2012) må laererens didaktiske og pedagogiske prioriteringer knyttes til et sosiokulturelt laeringsperspektiv, hvor laering og vurdering for laering håndteres gjennom en kollektiv og intersubjektiv praksis (Casapò et al, 2012).…”

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