January 2003 — Features
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Facts and Assumptions of Assessment:Technology, The Missing Link
\par\par In using alternative assessments, students can thoroughly revise and justify answers or products (Wiggins 1990). Alternative assessments require students to structure the assessment task, apply information and construct responses. In many cases, students must also be able to explain the processes by which they arrive at the answers (Kane et al. 1997). Traditional tests typically only ask students to write correct responses, regardless of reasons; as a result, students are not able to demonstrate their full extent of knowledge.
\par\par Alternative assessment achieves validity and reliability by emphasizing and standardizing the appropriate criteria for scoring such varied products. Scoring rubrics can be used to judge the quality of student performance on a task. They specify the knowledge and competencies by which student work is to be evaluated and delineate the criteria for determining the quality of student work (Kane et al.1997).
\par \par\par Assessment Research
\par\par The research on assessment describes two major proponents: traditional and alternative assessment. Both forms of assessment have advantages and disadvantages. Traditional assessment is a very objective form of measurement that identifies a student\rquote s strengths and weaknesses relating to specific knowledge and skills. A major downfall of traditional assessment is that it d'es not take into consideration the holistic individual and how students can function as part of a team or apply analytical skills in solving problems. Conversely, alternative assessment is more subjective in nature. If it is not evaluated with valid tools, such as a rubric, it may not properly measure the intended objectives. Performance assessment allows for a broader form of evaluation and meets various learning styles of students.
\par\par For assessment to challenge higher-order thinking skills of students, technology should be integrated to provide relevant and current information. The world outside the classroom has changed significantly due to technology. If academic institutions are to have relevance they must reflect on the effect information technology has had on society and the way students learn. The research significance d'es not assure that one form of assessment is better than the other. It d'es, however, show that to truly measure the ability of students, the assessment should be carefully chosen and not just based on the need for comparison data.
\par\par Continuous research should occur as to what assessment techniques work best based on subject, age level, purpose of assessment, and the need for additional learning skills. The National Business Education Association\rquote s \ldblquote National Standards for Business Education\rdblquote provides a model for the business curriculum. The model uses the developmental approach for content mastery. The information system\rquote s component of the standards focuses on the \ldblquote how-to\rdblquote of technology. An integration of the information systems standards into academic standards would provide for excellent strategies for assessing students\rquote knowledge and skills. This method is excellent to use in evaluating what assessment technique works best.
