Assessment without Testing: Using Performance Measures Embedded in a Technology-Based Instructional Program as Indicators of Reading Ability

Autor/inn/en	Mitchell, Alison; Baron, Lauren; Macaruso, Paul
Titel	Assessment without Testing: Using Performance Measures Embedded in a Technology-Based Instructional Program as Indicators of Reading Ability
Quelle	In: Journal of Educational Multimedia and Hypermedia, 27 (2018) 2, S.179-192 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Student Evaluation; Evaluation Methods; Performance Based Assessment; Educational Technology; Technology Uses in Education; Predictor Variables; Reading Skills; Computer Assisted Instruction; Correlation; Test Validity; Progress Monitoring; Scores; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Florida; Illinois; Massachusetts; Minnesota; New York; Wisconsin; Virgin Islands + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Leistungsermittlung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Prädiktor; Reading skill; Lesefertigkeit; Computer based training; Computerunterstützter Unterricht; Korrelation; Testvalidität; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Master-Studiengang; Jungferninseln
Abstract	Screening and monitoring student reading progress can be costly and time consuming. Assessment embedded within the context of online instructional programs can capture ongoing student performance data while limiting testing time outside of instruction. This paper presents two studies that examined the validity of using performance measures from a computer-based reading program gathered through embedded "Assessment Without Testing®" technology as indicators of reading ability. These performance measures were strongly correlated with an established progress monitoring tool and a national outcome assessment. Assessment Without Testing® performance measures at beginning- and middle-of-year were also used to predict which students were likely to demonstrate proficiency on outside assessments at the end of the year. Considerations of using data gathered through technology-based instructional programs as a way to measure students' reading ability are discussed. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01