Strategies for Using Information Technology-Enabled Educational Assessment in 21st-Century Contexts

• In Event: Roundtable Session 6
  In Roundtable Session: Strategies for Maximizing the Impact of Educational Research in Information Technology on Practice, Policy, and Future Directions

Abstract

Objectives
IT-enabled assessments utilize digital media environments and computational power of computers to assess learning, often in ways that are impossible without computers. This contribution examines the new scope for IT-enabled assessments to simultaneously serve both individual learners and organizations such as schools.
Perspective and theoretical framework
Two frameworks are combined: 1) a conceptual approach to assessment design for computerized assessment based on an evidence-centered design (ECD) process and 2) a framework for formative assessment (assessment for learning) based on empirical research in classrooms. The authors argue that combining ECD and formative assessment frameworks and building on opportunities provided by computerized assessments can address assessment FOR learning and assessment OF learning, which are typically separated in paper-based assessments.
Modes of inquiry and sources of evidence
This paper draws on evidence from multiple research projects examining both new developments in computerized assessments, and learners’ and teachers’ approaches to assessment in schools in the UK, Israel, Australia and the USA, plus further analysis applying the combined frameworks. This paper has its origins in a global discussion initiated with the publication of the International Handbook of Information Technology in Primary and Secondary Education (Voogt & Knezek, 2008) and continued in subsequent discussions of the Assessment Working Group at EdusummIT 2011 (Webb, Gibson & Forkosh-Baruch, 2011).
Results and conclusions
Strategies for supporting learning while simultaneously assessing students’ progress include harnessing the benefits of embedded continuous unobtrusive measuring of performance while learners are engaged in meaningful computerized tasks designed to support learning. Since learners need to be involved in discussing and negotiating their learning, we conceptualize these embedded unobtrusive processes as “quiet assessment,” which gives learners access to meaningful representations of their achievements. The new scope, we propose, enables a wider range of measures to contribute to judgments of students’ achievements thus supporting their learning in 21st Century contexts.
Scientific and scholarly significance of the work
Our analysis has enabled us to identify ways in which the same assessment could engage the students in meaningful activity, contribute to feedback information, improve decisions to support learning and enable judgments about knowledge and skills that are shared with learners and teachers. Such approaches would combine formative and summative assessment purposes to the benefit of learners while at the same time helping educational environments to continuously improve by, for example, setting and monitoring targets for individual students and groups, and using aggregated data on student misunderstandings to inform curriculum planning.
References:
Webb, M. E., Gibson, D., & Forkosh-Baruch, A. (2013 in press). Challenges for Information and Communications Technology supporting Educational Assessment. Journal of Computer Assisted Learning.

Authors

• Mary Webb, Kings College, London

• David Gibson, Curtin University