ERIC Number: ED418099
Record Type: Non-Journal
Publication Date: 1997-Dec
Reference Count: N/A
Year 1 Technology Studies: Implications for Technology in Assessment.
Chung, Gregory K. W. K.; Baker, Eva L.
This report documents the technology initiatives of the Center for Research on Evaluation, Standards, and Student Testing (CRESST) in two broad areas: (1) using technology to improve the quality, utility, and feasibility of existing measures; and (2) using technology to design and develop new assessments and measurement approaches available through no other means. Current activities are reviewed, the outlook for particular assessment technologies is evaluated, and lessons learned are reported. The implications for assessment are also discussed. A table lists CRESST's major activities during the review period. Most of the work has focused on designing and developing a computer-based architecture for an integrated assessment system. The CRESST integrated simulation is an approach to assessment that incorporates computer- and paper-based assessments of students who engage in complex, constructed-response tasks based on real world contexts. Assessment occurs throughout the task and covers one or more components of the CRESST model of learning. The second major activity was a review of automated approaches to scoring constructed-response tasks. Candidate approaches to computer-based scoring of essays and paper-based concept maps are identified. The dissemination activities of CRESST in the review period have been mainly conference participation and technology demonstrations. Other activities focused on basic research underlying cognitive issues and concept planning of how CRESST technology could support school-level and district-level planning and distance learning. An appendix lists dissemination products, conferences, and demonstrations. (Contains 8 tables, 5 figures, and 34 references.) (Author/SLD)
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.