Technology and Testing

Quellmalz, Edys; Pellegrino, James W.

doi:10.1126/science.1168046

Cited by 122 publications

(58 citation statements)

References 5 publications

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“…(Quellmalz & Pellegrino, 2009), while the evidence-centered design (ECD) approach pioneered by Mislevy and colleagues (e.g., Mislevy, Steinberg, & Almond, 2003) allows tests to incorporate sophisticated multi-dimensional models of student reasoning. Assessment innovators are starting to combine networked testing, ECD models, and virtual reality technology to assess Twenty-First century skills in immersive virtual environments (e.g., Shute, Ventura, Bauer, & Zapata-Rivera, 2009).…”

Section: Changing Standards and Testsmentioning

confidence: 99%

Participatory Assessment of 21st Century Proficiencies

Hickey

Honeyford

Clinton

et al. 2010

Innovative Assessment for the 21st Century

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The explosion of new social network technologies has highlighted the awkward relationship between new "Twenty-first century" media practices and existing educational systems. Traditional content standards, achievement tests, and accountability pressures threaten nascent efforts to foster equitable, transparent, and credible participation in these practices. The current push to design external tests and standards to assess these new practices may actually exacerbate this problem, due to the fundamentally social nature of these proficiencies. Large-scale standardization and testing of aggregated achievement of these proficiencies should be done cautiously and in isolation from classroom-based efforts to foster worthwhile participation. Likewise, within classrooms, more interpretive efforts are first needed to define social contexts that foster worthwhile social participation in these practices before individual proficiency is assessed. To foster both participation and proficiency while also meeting existing and future accountability goals, a design-based participatory assessment framework with multiple levels of increasingly formal outcomes is introduced.Keywords Formative assessment · Social media · Twenty-first century skills New media technologies are resulting in new communities based on new forms of communication, learning, and self-expression Shirky, 2008). Many of these communities are organized around creative expressions, including traditional expressions (e.g., AllPoetry) and newly popularized forms of traditional expressions (e.g., fan fiction at FictionAlley and music remixes at ccMixter). 1 These communities exemplify "affinity spaces" (Gee, 2004) that feature low barriers to entry, support for creating and sharing, informal mentoring of newcomers, and a strong sense of social connection. Media scholar Henry Jenkins and his colleagues D.T. Hickey (B) Learning Sciences Program, Indiana University, Bloomington, IN, USA e-mail: dthickey@indiana.edu 1 For convenience and space considerations, references will be omitted throughout for resources that can be readily identified and located via popular search engines.

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Section: Changing Standards and Testsmentioning

confidence: 99%

Participatory Assessment of 21st Century Proficiencies

Hickey

Honeyford

Clinton

et al. 2010

Innovative Assessment for the 21st Century

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“…Innovative assessment formats, such as simulations, are being designed to measure complex knowledge and inquiry previously impossible to test in paper-based or handson formats. These new assessments aim to align summative assessment more directly to the processes and contexts of learning and instruction (Quellmalz & Pellegrino, 2009 A number of large-scale testing programs have begun to design innovative problem sets and item types that promise to transform traditional testing. The area of science assessment is pioneering the exploration of innovative problem types and assessment approaches across K-12.…”

Section: Research Initiatives To Improve Assessmentsmentioning

confidence: 99%

Assessment, Technology, and Change

Clarke‐Midura¹,

Dede²

2010

Journal of Research on Technology in Education

134

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Despite almost three decades of advances in information and communications technology (ICT) and a generation of research on cognition and on new pedagogical strategies, the field of assessment has not progressed much beyond paper-and-pencil item-based tests whose fundamental model was developed a century ago. In 2001, the National Research Council (NRC) published a report, Knowing What Students Know, which highlighted current innovative projects using technology to assess learning and foreshadowed how further advances in technology and statistical analysis could provide new models for assessment. However, not until recently did state, national, and international high-stakes testing programs start to deliver assessments via technology. For example, in 2006 the Programme for International Student Assessment (PISA) piloted online versions of their items, preparatory to moving into online delivery. In the US, the National Assessment of Educational Progress (NAEP) recently piloted technology-based items in math and literacy, and developers are currently designing technologybased items for science. Also, states such as Minnesota and North Carolina are starting to use technology-based items in accountability settings. However, using technology to deliver automated versions of item-based paper-and-pencil tests does not realize the full power of ICT to innovate via providing richer observations on student learning. This study describes research underway attempting a breakthrough in the use of technology to improve assessment dramatically beyond the century-old methods in widespread use today.

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“…To address the potential assessment gap, emerging technologies have enabled the integration and administration of a measurement instrument that captures complex learning processes (Linn and Eylon 2011;Quellmalz and Pellegrino 2009). The advancement of technology also has the affordance of documenting users' behavior in using the designated means (e.g., animation, inquiry learning tools, simulation) when progressing along with the online assessment (Ryoo and Linn 2012;Ryoo and Bedell 2017).…”

Section: Introductionmentioning

confidence: 99%

“…There are at least two major advantages of incorporating DCV in science assessment: (1) DCVs can provide more concrete contexts to assess the complex/abstract science phenomena (Quellmalz et al 2012) and (2) the rich information exhibited in DCVs can facilitate the assessment of complex learning processes (Quellmalz and Pellegrino 2009).…”

Section: Introductionmentioning

confidence: 99%

Comparing the effects of dynamic computer visualization on undergraduate students’ understanding of osmosis with randomized posttest-only control group design

Sung

Shen

Jiang

et al. 2017

RPTEL

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This study describes the impact of embedding dynamic computer visualization (DCV) in an online instrument that was designed to assess students' understanding of osmosis. The randomized posttest-only control group research was designed to compare the effect and the perceived helpfulness of the integration of DCV before and after the administration of an osmosis instrument. College students from three large classes (N = 640) were randomly assigned to participate in the research through an online system. Rasch-PCM was applied to determine the psychometric properties of the instrument and differentiate the student's understanding of osmosis. Welch two-sample t test was applied to examine whether there was significant discrepancy between groups. Multiple regressions analysis was conducted to evaluate the association between predictors and the student's understanding level, alluding to the performance on the online instrument. We found (a) the psychometric properties of the instrument with DCVs were reliable with good construct validity, (b) students who viewed DCV before they took the assessment performed better than those without, especially on solvation-related items, (c) students' time spent on the DCVs significantly contributed to their performance, (d) the current data analytics enabled us to study respondents' DCV navigation behavior, and (e) we summarized how participants perceived DCVs that are in the assessment. Educational implications and significance of this study is also discussed.

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Technology and Testing

Cited by 122 publications

References 5 publications

Participatory Assessment of 21st Century Proficiencies

Participatory Assessment of 21st Century Proficiencies

Assessment, Technology, and Change

Comparing the effects of dynamic computer visualization on undergraduate students’ understanding of osmosis with randomized posttest-only control group design

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