ERIC Number: ED449172
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Understanding Educational Quality: Where Validity Meets Technology. William H. Angoff Memorial Lecture Series.
Baker, Eva L.
With regard to testing, technology has already played significant roles in the form of scoring technology, analytical practices, and development strategies. Two common functions of technology and testing are currently at work. First is the use of technology to meet existing goals more efficiently, and second is the use of technology to expand the domains of testing so that domains of performance can be measured on a broad scale in areas previously inaccessible. Some of the work of the Center for Research on Evaluation, Standards, and Student Testing (CRESST) has focused on this goal. Several examples show how technology is being used to expand the domains that can be tested validly and credibly. One area of great interest is the reporting of test results to various publics. The CRESST Quality School Portfolio is a school-level information system being designed to make it possible to manipulate and draw inferences from school data. There is considerable resistance to the use of technology for educational purposes, with widespread concern about computer uses in testing because of equity concerns. There are many things wrong with the educational testing system at present, and the essence of the problem is that the testing system appears to serve, but really does not support the goals that have been set for it. Educators must think of system validity in testing, and not just the validity of a single measure. Good ways must be found to hold schools and students accountable for their accomplishments. An important step would be developing a clear, fully articulated, descriptive system of student learning. This would provide a rational basis for the selection of goals and learning options, including the design and use of software and classroom instruction, and the design and interpretation of tests. Technology in the service of understanding learning will help fix the deep validity problem at the heart of the present testing system. (Contains 5 figures and 16 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ. Policy Information Center.