The Nature of Assessment Systems to Support Effective Use of Evidence through Technology

Autor/inn/en	Scalise, Kathleen; Wilson, Mark
Titel	The Nature of Assessment Systems to Support Effective Use of Evidence through Technology
Quelle	In: E-Learning and Digital Media, 8 (2011) 2, S.121-132 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.2304/elea.2011.8.2.121
Schlagwörter	Evidence; Technology Planning; Student Evaluation; Educational Assessment; Inferences; Program Descriptions; Corporations; Evaluation Methods; Computer Uses in Education; Measurement; Educational Technology; Reports; Federal Programs; Public Agencies; Educational Policy; Public Policy; Policy Analysis + Suchen Sie Ihr Suchwort? Evidenz; Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Inference; Inferenz; Unternehmen; Computernutzung; Messverfahren; Unterrichtsmedien; Abschlussbericht; Berichten; Öffentliche Einrichtung; Politics of education; Bildungspolitik; Öffentliche Ordnung; Politikfeldanalyse
Abstract	The National Educational Technology Plan 2010 (NETP) presents a model of twenty-first-century learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity. This article connects NETP ideas in one of these areas--assessment--with those of the Assessment and Teaching of 21st Century Skills (ATC21S) project. Launched by Cisco, Intel and Microsoft, ATC21S released results of a methodological working-group study at the Learning and Technology World Forum 2010 in London. The ATC21S methodological report discusses how the development of a good assessment system is rooted in the inferences the system is intended to support. Assessment is a special kind of evidentiary reasoning with evidence used to support particular kinds of claims. This article will illustrate how key questions and answers for decision-making are influenced by a new era of educational assessment with technology. Areas discussed include the characterization of the constructs to be assessed, the kinds of instruments to be developed, the level of information gathered, and promising avenues for analytic approaches. (Contains 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10