Jacobs

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 * __ TYPES OF TECHNOLOGY-ENABLED ASSESSMENT __**

There are several projects that demonstrate the work currently occurring to optimize the potential of technology-enabled assessments to include:

 * === Oregon’s Computer-adaptive Assessment (CAT) - used for over 30 years. CAT saves testing time by giving each student only those items likely to yield useful information. Adaptations are determined based on the average difficulty of items across the entire population of test takers. ===

§ The promise of adaptive testing to measure achievement as currently designed, however, depends on two underlying assumptions: (1) all students are taught in the same scope and sequence and, (2) learning progressions within each content area are largely common across students (Ash, 2008, p. 21).

§ Students must have maximum opportunity to demonstrate knowledge at grade level before assessments are “adapted” and focus shifts to different or less complex constructs.


 * ** Children’s Progress Academic Assessment- this assessment incorporates adaptive functions with the addition of scaffolding (hints or prompts that increase student access to the construct) in a formative assessment, to provide children with feedback and support. **

· The program covers concepts in early literacy and mathematics. Actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978).

· One of the principles behind the assessment is that as much information can be gained from a child’s incorrect responses as from correct responses.

· Adaptivity rules are based on classical psychometrics as well as the conceptual connections between items as described by content experts; learning progressions are considered along with item difficulty indicators**.** · Scaffolding, through hints and prompts in this assessment, is based on distracter analysis that identifies students’ common misunderstandings.

· The goal is to directly tie assessment with instruction and provide instructional recommendations for teachers based on student results.


 * ===**Harvard University Immersive Virtual Performance Assessment- aims to summatively assess achievement in scientific inquiry**.===

§ The student experiences an immersive virtual performance assessment via computer interface, with 3-D virtual contexts, digital artifacts, and avatar-based identities that capture what students are doing.

§ It has the look and feel of a video game, but is based on an authentic setting allowing a realistic causal model for experimentation.

§ Everything the student does is captured in the database, and this capture allows real-time analysis of the student’s path toward solving the problem, comparing student pathways to pathways that would be used by experts in this situation.


 * ===**CAST Strategic Reader- a web-based research prototype reading environment that includes curriculum based measurement tool, which can be used for Response to Intervention (RTL) assessments.**===

§ Two curriculum based measures have been embedded with the maze and oral reading fluency tests. The maze test immediately scores and the results are reported in various formats. The oral reading fluency measure is recorded audibly, so teachers can listen to the audio and score later.

§ The computer does all the calculation of the scores and produces various displays that allow teacher to view student progress and determine when and which interventions are needed.

Shari - The assessment examples above are just a few samples of what is available. In a world with ever changing technology and on going advances the accessibility of computer based assessment is growing. Through my research I too stumbled across many different types of assessments that are out there. The one I had also read about was the CAST Strategic Reader. I found the innovative approaches to brain-based learning that the CAST company is researching and improving upon to be fascinating. Their website offers great detailed images of how the brain worked and how research is beginning to understand and see this process through technology such as theirs.

 Joan - I am glad to that there are some online assessments that look into higher-level thinking. Many of them, though, seem to be in the experimental stages and it also looks as if states are creating there own computer based standardized tests so they would apply only to their region. More states need to get on board with electronic standardized test and there needs to be a massive output of assessment software in all subject areas so schools have this resource that is so vital in the 21st century. I still contend that there is not enough out there. I would like to see software that provides teachers ongoing assessment as well as end results and allows teachers to customize the assessment to their class needs. We   have    a long way to go.

[|CAST]

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=**__ REASONS FOR USING TECHNOLOGY __**=

= =  § Technology is at the core of virtually every aspect of our daily lives and work, and we must leverage it to provide engaging and powerful assessments that measure student achievement in more complete, authentic, and meaningful ways.

§ Technology-based assessment systems will be pivotal in improving student learning and generating data that can be used to continuously improve the education system at all levels (Office of Educational Technology, 2010).

§ Many students come to school as “digital natives” who have spent their entire lives using the toys and tools of the digital age, and because of this exposure, they are starting to think and process information differently.

§ Technology provides the potential to transform the daily educational experience much as it is transforming other parts of society. Technologies gaining use in classrooms include not only desktop and laptop computers, but digital whiteboards, cell phones and smart phones, hand held or mini computers, clickers, Alphasmart keyboards, LCD projectors, USB drives, portable media players, and digital cameras.

=**__ HOW TECHNOLOGY CAN BE USED TO REACH TARGETED SKILLS AND ABILITIES __**=


 * Today, computers are used to administer either fixed-form tests that present items to students in a predetermined linear manner or adaptive tests that tailor the sequence of items presented to each students based on his/her response to prior items.


 * There is increasing evidence that states will continue to adopt technological solutions to enhance the efficiency and quality of their testing programs.


 * Ex: The U.S. Department of Education program, Race to the Top Assessment Program, is a major initiative that could provide funding to develop and implement technology-enabled assessments that are more accessible for students with disabilities.


 * The SMARTER Balanced Assessment Consortium is a consortium of 31 states and cites the use of computer technology within their assessment planning, i.e. computer adaptive testing, computer-based simulations, and responses scored by computer.

=**__ ACCESSIBLE TESTING THROUGH THE USE OF UNIVERSAL DESIGN __**=

The core purpose of universal design (UD) is to create flexible solutions that consider the diverse ways in which individuals will interact with their environment.

· Thompson, Johnstone, and Thurlow (2002) developed seven elements of accessible and fair tests that would include:
1. Inclusive assessment population 2. Precisely defined constructs 3. Accessible, non-biased items 4. Items amenable to accommodations 5. Simple, clear, and intuitive instructions and procedures 6. Maximum readability and comprehensibility 7. Inclusive, fair and accurate testing of diverse students.

=**__ IMPLICATIONS __**= = =
 * The U.S. Department of Education is encouraging states to develop and implement innovative assessments through various competitive grant programs, including the Race to the Top competition, Enhanced Assessment Grants, and the Investing in Innovation Fund Grants.
 * The administration, in its Blueprint for Reform (U.S. Department of Education, March 2010), calls for “new assessment systems [that] will better capture higher-order skills, provide more accurate measures of student growth, and better inform classroom instruction to respond to academic needs.”
 * The goals for re-authorization of the Elementary and Secondary Education Act (U.S. Department of Education, March 2010) continue to emphasize the importance of educating all students well and accounting for all students’ learning. The possibility of improving what we assess and how we assess it with technology is real.
 * Research is needed to address the proper development and use of TEAs universally designed assessments that will improve on how they assess students and provide access to students.

Shari - Every teacher from the beginning of time has always wanted their students to succeed and learn to the best of "their ability". Over the years the educators have been asked to individualize their students learning. Research has proven that each child learns differently, and Howard Gardner's multiple intelligences gives us insight to the different ways this occurs. Using technology for assessing students is becoming a fast and sure way to reach each student on their ability level. If computer based assessing could make its way into the hands of every educator across the nation then each child's individual abilities could be unlocked, leaving no child left behind.

= ﻿**__REFERENCES__** =

Bechard, S., Sheinker, J., Abell, R., Barton, K., Burling, K., Camacho, C., Cameto, R., Haertel, G., Hansen, E., Johnstone, C., Kingston, N., Murray, E., Parker, C.E., Red­eld, D., and Tucker, B. (2010). Measuring cognition of students with disabilities using technology-enabled assessments: Recommendations for a research agenda. Journal of Technology, Learning, and Assessment, 10(4).

Almond, P., Winter, P., Cameto, R., Russell, M., Sato, E., Clarke-Midura, J., Torres, C., Haertel, G., Dolan, R., Beddow, P., & Lazarus, S. (2010). Technology-enabled and universally designed assessment: Considering access in measuring the achievement of students with disabilities—a foundation for research. Journal of Technology, Learning, and Assessment, 10(5). Retrieved [2/28/2011] from [|http://www.jtla.org].