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ERIC Number: EJ868284
Record Type: Journal
Publication Date: 2009-Nov
Pages: 6
Abstractor: As Provided
Reference Count: 5
ISSN: ISSN-0013-1784
The Next Generation of Testing
Tucker, Bill
Educational Leadership, v67 n3 p48-53 Nov 2009
New technology-enabled assessments offer the potential to understand more than just whether a student answered a test question right or wrong. Using multiple forms of media that enable both visual and graphical representations, these assessments present complex, multistep problems for students to solve and collect detailed information about an individual student's approach to problem solving. This information can help educators understand how students arrive at their answers, what those pathways reveal about students' grasp of underlying concepts, and how they can alter their instruction to help move students forward. Most important, new research projects have produced assessments that reflect what cognitive research tells us about how people learn. NAEP's Problem Solving in Technology-Rich Environments project and the National Science Foundation's Caliper project offer assessments that include simulations, situated learning, and complex problem solving. To make the most of technology-enabled assessments, we need to develop fewer, clearer, and higher standards and develop a five-to-seven-year plan to support the research and development of the next generation of assessments. (Contains 2 figures.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001