Inexorable and Inevitable: The Continuing Story of Technology and Assessment

Bennett, Randy Elliot

doi:10.1002/9780470712993.ch11

Cited by 96 publications

(91 citation statements)

References 20 publications

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“…In the development of assessment systems, the evolution towards new types of assessment enables the creation of assessments that facilitate learning and instruction in ways that paper measures in the initial achievement of computerizing traditional multiple-choice tests cannot (Bennett, 2002). In this assessment creation, the developers have to cope with quality criteria, like authenticity, meaningfulness, fairness and educational consequences (for a full description of assessment quality criteria for competence assessment, see Baartman, Bastiaens They use an evidence-centered approach that presents a design framework that incorporates integrated structures for modeling the student traits, designing tasks, and extracting and synthesizing evidence.…”

Section: Assessment Modelmentioning

confidence: 99%

“…It requires learners to think critically about what they are learning, to identify appropriate standards of performance and to apply them to their own work. Peer assessment involves the responsibility to make critical judgments about the 4 Assessment model 5 learning of peers and applying the standards to the work of these peers (Dochy, Segers, & Sluijsmans, 1999).In the development of assessment systems, the evolution towards new types of assessment enables the creation of assessments that facilitate learning and instruction in ways that paper measures in the initial achievement of computerizing traditional multiple-choice tests cannot (Bennett, 2002). In this assessment creation, the developers have to cope with quality criteria, like authenticity, meaningfulness, fairness and educational consequences (for a full description of assessment quality criteria for competence assessment, see Baartman, Bastiaens They use an evidence-centered approach that presents a design framework that incorporates integrated structures for modeling the student traits, designing tasks, and extracting and synthesizing evidence.…”

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confidence: 99%

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Modeling assessment for re-use of traditional and new types of assessment

Brinke

Bruggen

Hermans

et al. 2007

Computers in Human Behavior

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In assessment the tendency is no longer focused on massive standardized testing with multiple choice questions based on knowledge acquisition. In the new learning approach assessment is integrated in learning and instruction and addresses the complex traits (the abilities, the characteristics in a specific domain) of students. To fit this new approach, new types of assessment are developed, like peer assessment or competence assessment. The development of these new assessments is an expensive and intensive activity. Exchange initiatives enable the re-use of materials that are developed by others. But several questions arise: Must assessments be completely re-used, and if not, what parts of an assessment can be re-used, and is re-use limited to particular item formats?In this article we present a conceptual model (an ´educational model') for assessment, cast in a UML class model, that offers to support both new and traditional assessment types. The model is validated against the theory of Stiggins (1992) according to the development of performance assessments, the four processes framework of Almond, Mislevy (2001, 2003) and the QTI specification. The educational model for assessment gives new input to the alignment of the teaching, learning and assessment. Assessment model 3Modeling Assessment for Re-use of Traditional and New Types of Assessment.Assessments are at the core of the educational process because they have a direct impact on the learning processes of students. Summative assessments help to establish whether our students have attained the goals set for them. Formative assessments provide prescriptive feedback to assist students in reaching their goals. Where instruction and assessment are considered as separate activities, assessment is often referred to as 'testing ' (Birenbaum, 1996).In this article we define assessment as all the systematic methods that can be used to gather information and evidence about student properties, based on a process, a product or the progress of a student, for the purposes of certification, placement or diagnoses in formative and summative contexts. This definition includes classical tests, examinations and questionnaires, as well as newer types of assessment, such as competence-based assessment, portfolio assessment and peer assessment.These new types of assessment are typically embedded in an educational context, requiring more stipulation of the processes of assessment and relying on higher levels of student involvement in assessment (Sluijsmans, Brand-Gruwel, van Merriënboer & Martens, 2004). The shift to a perspective which is centered on student learning from a perspective which focused on the teacher is the greatest conceptual shift which has occurred in recent times in (higher) education (Boud, 1995). Assessments have a direct effect on students' learning processes. The type of assessment expected by students, influences the way they learn, and thus assessment is like "the tail that wags the curriculum dog" (Hargreaves, 1989). 'New learning' is descri...

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Section: Assessment Modelmentioning

confidence: 99%

mentioning

confidence: 99%

Modeling assessment for re-use of traditional and new types of assessment

Brinke

Bruggen

Hermans

et al. 2007

Computers in Human Behavior

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“…Thus, self-regulating learning combined with social aspects and high levels of motivation are asked for. These changing e-learning activities also entail the need of changing assessment activities [2]. E-assessment, i.e., assessment in context of e-learning activities is a challenging field of research for Computational Science, Pedagogy, and Psychology.…”

Section: Introductionmentioning

confidence: 99%

Assessment for Complex Learning Resources: Development and Validation of an Integrated Model

Wesiak

Al-Smadi

Höfler

et al. 2013

Int. J. Emerg. Technol. Learn.

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Abstract-Today's e-learning systems meet the challenge to provide interactive, personalized environments that support self-regulated learning as well as social collaboration and simulation. At the same time assessment procedures have to be adapted to the new learning environments by moving from isolated summative assessments to integrated assessment forms. Therefore, learning experiences enriched with complex didactic resources -such as virtualized collaborations and serious games -have emerged. In this extension of [1] an integrated model for e-assessment (IMA) is outlined, which incorporates complex learning resources and assessment forms as main components for the development of an enriched learning experience. For a validation the IMA was presented to a group of experts from the fields of cognitive science, pedagogy, and e-learning. The findings from the validation lead to several refinements of the model, which mainly concern the component forms of assessment and the integration of social aspects. Both aspects are accounted for in the revised model, the former by providing a detailed sub-model for assessment forms.

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“…Research indicates that replacing traditional and timeconsuming methods of written assessment and provision of feedback can significantly enhance the assessment process (Barnett et al 2002;Bennett 2002;Buzzetto-More and Alade 2006;Byers 2001;Vendlinski and Stevens 2002). Gallo et al (2013) argue that teaching large numbers of students, time restrictions, complex assessment procedures and associated record-keeping are the main barriers for effective assessment in physical education.…”

Section: Introductionmentioning

confidence: 99%

Practical assessment on the run – iPads as an effective mobile and paperless tool in physical education and teaching

Franklin

Smith

2015

Research in Learning Technology

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This paper investigates the use of iPads in the assessment of predominantly second year Bachelor of Education (Primary/Early Childhood) pre-service teachers undertaking a physical education and health unit. Within this unit, practical assessment tasks are graded by tutors in a variety of indoor and outdoor settings. The main barriers for the lecturer or tutor for effective assessment in these contexts include limited time to assess and the provision of explicit feedback for large numbers of students, complex assessment procedures, overwhelming record-keeping and assessing students without distracting from the performance being presented. The purpose of this pilot study was to investigate whether incorporating mobile technologies such as iPads to access online rubrics within the Blackboard environment would enhance and simplify the assessment process. Results from the findings indicate that using iPads to access online rubrics was successful in streamlining the assessment process because it provided pre-service teachers with immediate and explicit feedback. In addition, tutors experienced a reduction in the amount of time required for the same workload by allowing quicker forms of feedback via the iPad dictation function. These outcomes have future implications and potential for mobile paperless assessment in other disciplines such as health, environmental science and engineering.

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Inexorable and Inevitable: The Continuing Story of Technology and Assessment

Cited by 96 publications

References 20 publications

Modeling assessment for re-use of traditional and new types of assessment

Modeling assessment for re-use of traditional and new types of assessment

Assessment for Complex Learning Resources: Development and Validation of an Integrated Model

Practical assessment on the run – iPads as an effective mobile and paperless tool in physical education and teaching

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