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Online Assessment in Mathematics and Writing: Reports from the NAEP Technology-Based Assessment Project - This paper presents the reports from two studies – Math Online (MOL) and Writing Online (WOL) – both part of the National Assessment of Educational Progress (NAEP) technology-based assessment (TBA) project. The TBA project focuses on several key questions: (1) what are the measurement implications of using technology-based assessment in NAEP; (2) what are the implications for equity; (3) what are the efficiency implications of using technology-based assessment compared with paper and pencil; and (4) what are the operational implications of technology-based assessments. The paper is separated into two parts, the first addressing the MOL study, the second the WOL. (Brent Sandene, Nancy Horkay, Randy Elliot Bennett, Nancy Allen, James Braswell, Bruce Kaplan, Andreas Oranje, National Center for Education Statistics, August 2005)...

Computer-Based Assessment: Can it Deliver on its Promise? - Computers are central to today’s society and states must plan now for the possibility of a computer-based assessment system, according to this report. While computer-based assessments offer increased content coverage, decreased timelines and the assurance that all students will benefit, issues such as access and equivalence must be addressed. The report discusses these issues as well as possible problems that involve backup procedures, system compatibility, teacher training, security, resource issues and differences in student access to technology. (S. Rabinowitz & T. Brandt, WestEd, 2001)...

How the Internet Will Help Large-Scale Assessment Reinvent Itself - Large-scale assessment in the United States is undergoing enormous pressure to change. That pressure stems from many causes: an outmoded cognitive-scientific basis for test design; a mismatch with curriculum; the differential performance of population groups; a lack of information to help individuals improve; and inefficiency. These issues provide a strong motivation to reconceptualize both the substance and the business of large-scale assessment. At the same time, advances in technology, measurement and cognitive science are providing the means to make that reconceptualization a reality. This paper suggests that the largest facilitating factor affecting large-scale assessment will be technological, in particular the Internet. (Randy Elliot Bennett, Education Policy Analysis Archives, vol. 9, no. 5, February 2001)...

The Gap Between Testing and Technology in Schools - Research suggests that students with high levels of computer skills score better on open-ended exams taken on the computer versus paper tests. Multiple-choice tests yielded the same results whether administered via computer or paper and pencil. This evidence suggests a gap between testing strategies and computer use in schools. The authors suggest three possible ways to bridge the test-technology gap: decrease students’ computer time; move toward having all students complete tests on computer and eliminate paper-and-pencil tests; or recognize the limitations of current testing programs. This paper reviews evidence from two previous studies on computer-based testing. (Michael Russell and Walter Haney, Statements, Vol. 1, No. 2, National Board on Educational Testing and Public Policy, January 2000)...

Using Web-Based Testing for Large-Scale Assessment - The focus of this paper is on the use of computer-based tests that are tailored ("adapted") to each student’s own level of proficiency. The authors believe that current trends toward greater use of high-stakes tests and the increasing presence of technology in the classroom will lead assessment in this direction. Furthermore, they argue that although web-based testing holds promise for improving the way achievement is measured, a number of factors may limit its usefulness or potentially lead to undesirable outcomes. This paper was written to help stimulate discussion and research that will address the many issues raised by a shift toward web-based testing. (Laura S. Hamilton, Stephen P. Klein and William Lorié, RAND, September, 2000)...

Testing on Computers: A Follow-up Study Comparing Performance on Computer and on Paper - Building on previous work, this study examines the effect of taking open-ended tests on computers and on paper for students with different levels of computer skill. For students who keyboard about 20 words per minute or more, performing open-ended language arts tests on paper substantially underestimates their level of achievement. Performing open-ended tests on computer, however, adversely affects the performance of slower keyboarders. For math tests, performance on computer underestimates students' achievement regardless of their level of keyboarding speed. (Michael Russell, Education Policy Analysis Archives, June 1999)...

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