Technology and Assessment. In Brief: Fast Facts for Policy and Practice No. 5.

Autor/inn/en	Austin, James T.; Mahlman, Robert A.
Institution	National Dissemination Center for Career and Technical Education, Columbus, OH.
Titel	Technology and Assessment. In Brief: Fast Facts for Policy and Practice No. 5.
Quelle	(2000), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Education; Computer Assisted Testing; Computer Oriented Programs; Computer Uses in Education; Educational Assessment; Educational Technology; Evaluation Methods; Item Analysis; Item Response Theory; Performance Based Assessment; Postsecondary Education; Student Evaluation; Technical Education; Technological Advancement; Test Format; Vocational Education + Suchen Sie Ihr Suchwort? Arbeitslehre; Computerprogramm; Computernutzung; Education; assessment; Bewertungssystem; Unterrichtsmedien; Itemanalyse; Item-Response-Theorie; Leistungsermittlung; Post-secondary education; Tertiäre Bildung; Schulnote; Studentische Bewertung; Technikunterricht; Technological development; Technologische Entwicklung; Testentwicklung; Ausbildung; Berufsbildung
Abstract	The process of assessment in career and technical education (CTE) is changing significantly under the influence of forces such as emphasis on assessment for individual and program accountability; emphasis on the investigation of consequences of assessment; emergence of item response theory, which supports computer adaptive testing; and pressure for authentic assessment by critics of standardized testing. The use of technology for assessment is being increasingly stressed. Potential advantages of computerized assessment include rapid feedback, money savings, enhanced security, more curriculum time, and capability to track process-oriented variables. Potential disadvantages include costs of equipment, personnel, and training; increased marginalization of groups based on ethnic or socioeconomic status; and missed opportunities to implement authentic assessments. Examples of applications of technology to evaluation in CTE include test design, item creation, presentation, item scoring, and location (through use of the Internet). In moving toward computerized assessment, consequences should be considered in line with current evaluation and validation models. Especially for policy makers and administrators, implementation is an important aspect of computerized assessment. Technology can support the broad changes in assessment that are ongoing as a function of internal and external scrutiny, and both authentic as well as traditional assessment can benefit from technology. (Contains 24 references.) (KC)
Anmerkungen	For full text: http://www.nccte.com/publications/infosynthesis/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01