Transforming K–12 Assessment: Integrating Accountability Testing, Formative Assessment and Professional Support

Bennett, Randy Elliot; Gitomer, Drew H.

doi:10.1007/978-1-4020-9964-9_3

Cited by 114 publications

(103 citation statements)

References 9 publications

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“…It is intended as a general approach, covering multiple subject areas including reading, writing, and math (see Bennett & Gitomer, 2009). This paper is concerned with the writing assessment being developed within the CBAL framework, and in particular, with the potential for using automated scoring techniques effectively within such an assessment to support learning.…”

Section: Context and Purposementioning

confidence: 99%

Automated Scoring Within a Developmental, Cognitive Model of Writing Proficiency

Deane

Quinlan

Kostin

2011

ETS Research Report Series

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ETS has recently instituted the Cognitively Based Assessments of, for, and as Learning (CBAL) research initiative to create a new generation of assessment designed from the ground up to enhance learning. It is intended as a general approach, covering multiple subject areas including reading, writing, and math. This paper is concerned with the writing assessment being developed within the CBAL framework, and in particular, with the potential for using automated scoring techniques effectively within such an assessment to support learning.Key words: writing assessment, CBAL, automated scoring ii (2008) Context and PurposeIn practice, assessment design involves complex tradeoffs. For instance, many testing programs assess writing directly by administering generic prompts under strict time limits. This type of assessment has gained in popularity relative to indirect measures of writing skill in response to the concern that writing should be assessed by actually requiring students to write, but it has been criticized as encouraging simplistic, formulaic approaches to instruction that fail to develop the complex skills students need to learn in order to become effective writers (Hillocks, 1987(Hillocks, , 2002. Portfolio-based writing assessment may encourage richer, more appropriate forms of instruction, but it raises issues of reliability and validity. Automated scoring methods have been introduced and advanced as instructional aids, but they have been criticized as focusing attention too much on mechanical correction of errors rather than encouraging critical engagement with content. In other words, it is no simple matter to design summative assessments that are truly tests worth teaching to (Shepard, 2002). Success in creating tests that truly encourage learning will require a complex, sustained effort that takes into account an extraordinary range of elements, including at least the following:• the cognitive and instructional literatures that define what students learn and how they best learn it• psychometric constraints on effective assessment• institutional and public policy constraints that ultimately determine test feasibility ETS has recently instituted a research initiative, Cognitively Based Assessments of, for, and as Learning (CBAL), intended to address this problem and create a new generation of assessment designed from the ground up to enhance learning. It is intended as a general approach, covering multiple subject areas including reading, writing, and math (see Bennett & Gitomer, 2009). This paper is concerned with the writing assessment being developed within the CBAL framework, and in particular, with the potential for using automated scoring techniques effectively within such an assessment to support learning. The role of automated scoring for CBAL cannot be discussed, however, without an in-depth presentation of the CBAL initiative.This presentation occupies section 1.2, after which section 1.3 examines the role of automated scoring within this philosophy. The remaining sections of th...

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Section: Context and Purposementioning

confidence: 99%

Automated Scoring Within a Developmental, Cognitive Model of Writing Proficiency

Deane

Quinlan

Kostin

2011

ETS Research Report Series

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“…L'idée clé de l'évaluation formative est de rendre le matériel collecte fonctionnel a l'apprentissage. Plutôt que de se concentrer sur l'indication de ce qui a été appris, l'évaluation formative aidera à dessiner (comme une séquence vidéo) l'étape de l'apprentissage, afin d'identifier et de fournir des informations à combler l'écart entre l'état actuel de l'apprenant et les objectifs à être atteint, et d'anticiper les prochaines étapes (Bennett & Gitomer, 2009). …”

Section: Discussionunclassified

“…The key idea of formative assessment is that the collected material should be used in a way which is functional to learning. Rather than focusing on the indication of what has been learned, formative assessment will help drawing (like a video-sequence) the stage of learning, to identify and to provide information to fill the gap between the current state of the learner and the objectives to be achieved, and to anticipate future steps (Bennett & Gitomer, 2009). …”

Section: Introduction and Aim Of The Researchmentioning

confidence: 99%

Formative Assessment and Teachers’ Practice: Implications for Educational Research and Professional Development

Pastore

Pentassuglia²

2014

Education in a Changing Society

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Within the last few years of the 21st century, the renewed interest in formative assessment has been matched with curricular reforms as well as the development of cognitive psychology. Actual studies provide a multidimensional image of assessment: the attempts to define the components of formative assessment are matched with the enquiries for the individuation of the interconnection modalities between assessment and the teaching-learning process. To arrange an assessment design aimed to guide students towards an even more accurate activity of exploration of one's own knowledge and abilities represents a difficult step. To obtain benefit form formative assessment new development should focus on conceptualising well-specified approaches built around process and methodology rooted within specific content domains. It is important to understand how formative assessment is intended and consequently implemented in a specific educative system. Starting from this assumption the present paper reports results of a survey aimed to investigate Italian primary teachers' representations on formative assessment. Although the context of this paper is the Italian school system, we thought the paper highlights issues of formative assessment and forms of teacher training. It has relevance to international debate on teaching, learning, and formative assessment practices and artefacts.

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“…Frederiksen had coauthored the chapter on performance assessment in the first edition of Educational Measurement (Ryans and Frederiksen 1951) and consistently argued for the importance of focusing assessment on the kinds of performance that are of ultimate interest, particularly in a landmark article, "The Real Test Bias: Influences of Testing on Teaching and Learning" (Frederiksen 1984). More recently, ETS researchers have been developing a performance-based program of Cognitively Based Assessment of, for, and as Learning (the CBAL ® initiative) that elicits extended performances (Bennett 2010;Bennett and Gitomer 2009). For CBAL, and more generally for educational assessments, positive changes in the traits are the goals of instruction and assessment, and therefore the traits being assessed are not expected to remain the same over extended periods.…”

Section: Adequate Sampling Of the Traitmentioning

confidence: 99%

Research on Validity Theory and Practice at ETS

Kane

Bridgeman

2017

Methodology of Educational Measurement and Assessment

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Educational Testing Service (ETS) was founded with a dual mission: to provide high-quality testing programs that would enhance educational decisions and to improve the theory and practice of testing in education through research and development (Bennett 2005; Educational Testing Service 1992). Since its inception in 1947, ETS has consistently evaluated its testing programs to help ensure that they meet high standards of technical and operational quality, and where new theory and new methods were called for, ETS researchers made major contributions to the conceptual frameworks and methodology.This chapter reviews ETS's contributions to validity theory and practice at various levels of generality, including overarching frameworks (Messick 1988(Messick , 1989, more targeted models for issues such as fairness, and particular analytic methodologies (e.g., reliability, equating, differential item functioning). The emphasis will be on contributions to the theory of validity and, secondarily, on the practice of validation rather than on specific methodologies. Validity TheoryGeneral conceptions of validity grew out of basic concerns about the accuracy of score meanings and the appropriateness of score uses (Kelley 1927), and they have necessarily evolved over time as test score uses have expanded, as proposed interpretations have been extended and refined, and as the methodology of testing has become more sophisticated.

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Transforming K–12 Assessment: Integrating Accountability Testing, Formative Assessment and Professional Support

Cited by 114 publications

References 9 publications

Automated Scoring Within a Developmental, Cognitive Model of Writing Proficiency

Automated Scoring Within a Developmental, Cognitive Model of Writing Proficiency

Formative Assessment and Teachers’ Practice: Implications for Educational Research and Professional Development

Research on Validity Theory and Practice at ETS

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