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Book Chapter: Technological Issues for Computer-Based Assessment

TitleTechnological Issues for Computer-Based Assessment
Authors
KeywordsAssessment, Testing and Evaluation
Educational Technology
Computers and Education
Issue Date2012
PublisherSpringer
Citation
Technological Issues for Computer-Based Assessment. In Griffin, P., McGaw, B & Care, E (Eds.), Assessment and Teaching of 21st Century Skills, p. 143-230. Dordrecht ; New York: Springer, 2012 How to Cite?
AbstractThis 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 (Internet-based, 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 research and development is needed (migration strategies, security, availability, accessibility, comparability, framework and instrument compliance) and lists themes for research projects feasible for inclusion in the Assessment and Teaching of Twenty-first Century Skills project.
Persistent Identifierhttp://hdl.handle.net/10722/169435
ISBN

 

DC FieldValueLanguage
dc.contributor.authorCsapo, Ben_US
dc.contributor.authorAinley, Jen_US
dc.contributor.authorBennett, REen_US
dc.contributor.authorLatour, Ten_US
dc.contributor.authorLaw, NWYen_US
dc.date.accessioned2012-10-18T08:54:56Z-
dc.date.available2012-10-18T08:54:56Z-
dc.date.issued2012en_US
dc.identifier.citationTechnological Issues for Computer-Based Assessment. In Griffin, P., McGaw, B & Care, E (Eds.), Assessment and Teaching of 21st Century Skills, p. 143-230. Dordrecht ; New York: Springer, 2012en_US
dc.identifier.isbn9789400723238-
dc.identifier.urihttp://hdl.handle.net/10722/169435-
dc.description.abstractThis 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 (Internet-based, 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 research and development is needed (migration strategies, security, availability, accessibility, comparability, framework and instrument compliance) and lists themes for research projects feasible for inclusion in the Assessment and Teaching of Twenty-first Century Skills project.-
dc.languageengen_US
dc.publisherSpringeren_US
dc.relation.ispartofAssessment and Teaching of 21st Century Skillsen_US
dc.subjectAssessment, Testing and Evaluation-
dc.subjectEducational Technology-
dc.subjectComputers and Education-
dc.titleTechnological Issues for Computer-Based Assessmenten_US
dc.typeBook_Chapteren_US
dc.identifier.emailLaw, NWY: nlaw@hku.hken_US
dc.identifier.authorityLaw, NWY=rp00919en_US
dc.identifier.doi10.1007/978-94-007-2324-5_4-
dc.identifier.hkuros212218en_US
dc.identifier.spage143en_US
dc.identifier.epage230en_US
dc.publisher.placeDordrecht ; New York-

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