January 2003 — Features
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Facts and Assumptions of Assessment:Technology, The Missing Link
\par \par\par Technology Infusion
\par\par The infusion of technology in schools has opened the door for opportunities to challenge governing bodies to use the technology to provide student assessment that will measure their abilities for connecting knowledge learned with real-world applications. Evidence indicates that when used effectively, \ldblquote technology applications can support higher-order thinking by engaging students in authentic, complex tasks within collaborative learning contexts\rdblquote (Means et al. 1993). Students should be able to use technology to deepen their understanding of the content in the academic standards and also advance their knowledge of the world around them. The SCANS Report provided the educational arena with the foundation to incorporate necessary real-world skills. In addition, technology has provided us with the tool to link academic standards with higher-order thinking skills that are necessary in properly assessing the competency of the learner.
\par \par\par Alternative vs. Traditional Assessment Techniques
\par\par The purpose of this article is to provide a comparison of alternative and traditional assessment techniques for teachers, administrators and political leaders to assist in making informed decisions relating to student success and evaluation. In addition, this article incorporates how technology can be used as a tool in student assessment. A review of secondary research was conducted to determine student performance differences through both traditional and alternative assessment, as well as methods of incorporating technology into the assessment factor.
\par\par According to the Kentucky Department of Education (1999), assessment, in educational terms, is a test, planned procedure, method or task used to guide decisions about student learning, curriculum and instruction. In an article by Black and Wiliam (1998), assessment is described as a \ldblquote black box.\rdblquote Inputs from the outside such as students, teachers, administrators, parental anxieties, standards, tests and other variables are all fed into the box. The outputs that should follow are students who are more knowledgeable and competent, test scores that are better, as well as teachers who are satisfied with the outcomes. The authors question what is happening inside the box. How can validation take place on what inputs produce better outputs?
\par\par Teachers are responsible for producing knowledgeable and competent students, but with additional variables the measurement tends to become less qualitative. Varied reports of assessment exist; but they generally fail to give clear accounts as to the other variables that may play a role in the success of an assessment method. For example, available research is often silent about the actual classroom methods used, the motivation and experience of the teachers, the nature of the tests used as measures of success, or the outlooks and expectations for the students involved (Black and Wiliam 1998).
\par \par\par Curriculum and Instruction
\par\par What d'es the research show with regard to curricular and instructional effects of performance assessments?
