View in EDS

Challenges for Information Technology Supporting Educational Assessment

Saved in:
Bibliographic Details
Title: Challenges for Information Technology Supporting Educational Assessment
Language: English
Authors: Webb, M., Gibson, D., Forkosh-Baruch, A.
Source: Journal of Computer Assisted Learning. Oct 2013 29(5):451-462.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2013
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Educational Technology, Educational Assessment, Computer Uses in Education, Computer Assisted Testing, Formative Evaluation, Evaluation Research, Evidence, Evaluation Methods, Student Evaluation
DOI: 10.1111/jcal.12033
ISSN: 0266-4909
Abstract: This article examines the scope for IT-enabled assessments to serve simultaneously both learners and the enterprise of education. The article proposes ways of combining frameworks that come from two different perspectives: 1) a conceptual approach to assessment design for computerized assessment based on evidence-centred design (ECD) and 2) a framework for formative assessment based on empirical research in classrooms. The article argues that combining the ECD and formative assessment frameworks and building on the opportunities provided by computerized assessments as well as harnessing teachers' and students' experience and developing their validation processes could enable assessments to address simultaneously assessment FOR learning and assessment OF learning. Strategies would include harnessing the benefits of embedded continuous unobtrusive measuring of performance while learners are engaged in interesting computerized tasks designed to support their learning. Learners need to be involved in discussing and negotiating their learning so we conceptualize these embedded unobtrusive processes as "quiet assessment", whose volume can be turned up by learners whenever they wish, to give them access to meaningful representations of evidence and arguments about their achievements. These strategies could enable a wider range of measures to contribute to judgements of students' achievements, thus supporting their learning in 21st-century contexts.
Abstractor: As Provided
Entry Date: 2014
Accession Number: EJ1026614
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1026614
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Challenges for Information Technology Supporting Educational Assessment
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Webb%2C+M%2E%22">Webb, M.</searchLink><br /><searchLink fieldCode="AR" term="%22Gibson%2C+D%2E%22">Gibson, D.</searchLink><br /><searchLink fieldCode="AR" term="%22Forkosh-Baruch%2C+A%2E%22">Forkosh-Baruch, A.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Oct 2013 29(5):451-462.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2013
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Research%22">Evaluation Research</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/jcal.12033
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article examines the scope for IT-enabled assessments to serve simultaneously both learners and the enterprise of education. The article proposes ways of combining frameworks that come from two different perspectives: 1) a conceptual approach to assessment design for computerized assessment based on evidence-centred design (ECD) and 2) a framework for formative assessment based on empirical research in classrooms. The article argues that combining the ECD and formative assessment frameworks and building on the opportunities provided by computerized assessments as well as harnessing teachers' and students' experience and developing their validation processes could enable assessments to address simultaneously assessment FOR learning and assessment OF learning. Strategies would include harnessing the benefits of embedded continuous unobtrusive measuring of performance while learners are engaged in interesting computerized tasks designed to support their learning. Learners need to be involved in discussing and negotiating their learning so we conceptualize these embedded unobtrusive processes as "quiet assessment", whose volume can be turned up by learners whenever they wish, to give them access to meaningful representations of evidence and arguments about their achievements. These strategies could enable a wider range of measures to contribute to judgements of students' achievements, thus supporting their learning in 21st-century contexts.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1026614
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1026614
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jcal.12033
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 451
    Subjects:
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Educational Assessment
        Type: general
      – SubjectFull: Computer Uses in Education
        Type: general
      – SubjectFull: Computer Assisted Testing
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Evaluation Research
        Type: general
      – SubjectFull: Evidence
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
    Titles:
      – TitleFull: Challenges for Information Technology Supporting Educational Assessment
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Webb, M.
      – PersonEntity:
          Name:
            NameFull: Gibson, D.
      – PersonEntity:
          Name:
            NameFull: Forkosh-Baruch, A.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 2013
          Identifiers:
            – Type: issn-print
              Value: 0266-4909
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Journal of Computer Assisted Learning
              Type: main
ResultId 1