Bridging the Gap between Testing and Technology in Schools

Abstract

The widening gap between the increased use of technology in schools and the absence of computers in state-level testing programs raises important implications for policies related to the use of both technology and testing in schools. In this article, we summarize recent developments in the use of technology in schools and in state level testing programs. We then describe two studies indicating that written tests administered on paper underestimate the achievement of students accustomed to working on computers. We conclude by discussing four approaches to bridging the gap between technology and testing in U.S. schools.

ICT Utilization As Correlates Of Academic Performance Among Students With Visual Impairment In Lagos State, Nigeria

“…In almost all reports, no decrease in academic achievement occurred due to technology use. However, in one scenario, written tests administered on paper yielded lower scores for students accustomed to working with computers (Russell & Haney, 2000). However, writing achievement showed a positive relationship to high classroom use of computers if writing was also tested using computers.…”

Inexorable and Inevitable: The Continuing Story of Technology and Assessment

“…The CEO Forum on Education and Technology (2001) suggests, "…as schools…integrate technology into the curriculum, the method of assessment should reflect the tools employed in teaching and learning." At the least, a mismatch between the modes of learning and assessment could cause achievement to be inaccurately estimated (Russell & Haney, 2000). Writing presents a good example: More and more, students are using the computer to complete composition assignments; however, research suggests that testing these students on paper underestimates their proficiency (Russell & Plati, 2001).…”

What is the role for ICT‐based assessment in universities?

“…If teaching and the associated resources become electronic, then assessment too will need to take that route, to ensure a match between teaching mode and assessment mode (Russell & Haney, 2000). This is a validity issue.…”