Position Paper on the Potential Use of Computerized Testing Procedures for the National Assessment of Educational Progress.

Autor/in	Reckase, Mark D.
Titel	Position Paper on the Potential Use of Computerized Testing Procedures for the National Assessment of Educational Progress.
Quelle	(1986), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Achievement Tests; Adaptive Testing; Computer Assisted Testing; Disabilities; Educational Assessment; Educational Testing; Elementary Secondary Education; National Surveys; Test Construction; Testing Problems; Testing Programs; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Handicap; Behinderung; Education; assessment; Bewertungssystem; Testaufbau
Abstract	The current technology of computerized testing is discussed, and a few comments are made on how such technology might be used for assessing school-related skills as part of the National Assessment of Educational progress (NAEP). The critical feature of computerized assessment procedures is that the test items are presented in interactive fashion, allowing the examinee and the computer to alternate in transmitting information. Two of the more popular of the many possible procedures are computerized adaptive testing (CAT) and computerized personality assessment. Advantages of CAT (and other computerized assessment procedures) include flexibility in item selection and administration time, efficiency, greater test security, and clerical processing power. Disadvantages include the cost of the computer equipment, amount of needed computer storage power, and the quality of graphic presentations on the cathode ray tube screen. Other factors relating to computerized testing are: (1) item types; (2) dimensionality of tests; (3) sampling of the content domain; (4) effects of the interaction of mode of presentation and test item; (5) equating of procedures, especially CAT, with less precise paper and pencil tests; (6) test quality--balancing test length versus precision; (7) item pool characteristics; (8) item selection; (9) test scoring; (10) determining the final item (test length); (11) human factors; and (12) the impossibility of omitted items. Testing of students with disabilities is a promising application of computerized assessment for NAEP. (GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC