Final Capstone Project Topic: Computer Based Testing Project Type: PowerPoint Annotated Bibliography 1) Foxcroft, C.D., FF& Davies, C. (2006). Taking Ownership of the ITCs Guidelines for Computer-Based and Internet-Delivered Testing. A South American Application. International Journal of Testing, 6(2), 173-180. This article focuses in the need of national institutions that can regulate the appropriate and ethical practice of computer-based testing. The paper also considers the possibility of involving legislation in the regulation of such testing method. In the same way, the author also examines other considerations like the test users, equivalence of paper-based and computer-based versions and differential access to computers and technology on test performance. 2) Camara, W. J. (2017). Http://ljournal.ru/wp-content/uploads/2017/03/a-2017-023.pdf. Use and Consequences of Assessments in the USA: Professional, Ethical and Legal Issues, 13(2), 140-152. doi:10.18411/a-2017-023. This paper presents the legal, ethical, and professional issues of assessments as well as the issues coming from computer-based modes of test delivery and interpretation. Also, the research reviews how to improve assessment practices and their proper use in education. In the last part, there are suggestions to identify consequences of test use and a taxonomy for evaluating the multidimensional outcomes of a test use. 3) Mayes, R., Natividad, G., & Spector, J. (2015). Challenges for Educational Technologists in the 21st Century. Education Sciences, 5(3), 221-237. The purpose of this paper is to explore a framework for considering moral K-12 instructional technology. It seeks to examine the extent that development of technology policies consider and respect affected parties’ interests. It then describes the five continua of ethical instructional technology challenges within the contexts of K-12 settings. It then describes the five continua of ethical instructional technology challenges within the contexts of K-12 settings. Furthermore, the authors argue that how educators interpret technology’s placements along these moral continua have important consequences for practice. 4) University of Bristol (Ed.). (2017). Ethical Issues in Technology Enhanced Assessment. http://ljournal.ru/wp-content/uploads/2017/03/a-2017-023.pdf. This paper considers the emerging ethical issues in three areas of technology-enhanced assessment. The first area to examine is the ethics of ‘big data’: technology-enhanced assessment is significantly increasing the volume and changing the nature of data
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Final Capstone Project Topic: Computer Based Testing
Project Type: PowerPoint
Annotated Bibliography 1) Foxcroft, C.D., FF& Davies, C. (2006). Taking Ownership of the ITCs Guidelines for
Computer-Based and Internet-Delivered Testing. A South American Application. International Journal of Testing, 6(2), 173-180.
This article focuses in the need of national institutions that can regulate the appropriate and ethical practice of computer-based testing. The paper also considers the possibility of involving legislation in the regulation of such testing method. In the same way, the author also examines other considerations like the test users, equivalence of paper-based and computer-based versions and differential access to computers and technology on test performance.
2) Camara, W. J. (2017). Http://ljournal.ru/wp-content/uploads/2017/03/a-2017-023.pdf. Use and Consequences of Assessments in the USA: Professional, Ethical and Legal Issues, 13(2), 140-152. doi:10.18411/a-2017-023.
This paper presents the legal, ethical, and professional issues of assessments as well as the issues coming from computer-based modes of test delivery and interpretation. Also, the research reviews how to improve assessment practices and their proper use in education. In the last part, there are suggestions to identify consequences of test use and a taxonomy for evaluating the multidimensional outcomes of a test use.
3) Mayes, R., Natividad, G., & Spector, J. (2015). Challenges for Educational Technologists in the 21st Century. Education Sciences, 5(3), 221-237.
The purpose of this paper is to explore a framework for considering moral K-12 instructional technology. It seeks to examine the extent that development of technology policies consider and respect affected parties’ interests. It then describes the five continua of ethical instructional technology challenges within the contexts of K-12 settings. It then describes the five continua of ethical instructional technology challenges within the contexts of K-12 settings. Furthermore, the authors argue that how educators interpret technology’s placements along these moral continua have important consequences for practice.
4) University of Bristol (Ed.). (2017). Ethical Issues in Technology Enhanced Assessment. http://ljournal.ru/wp-content/uploads/2017/03/a-2017-023.pdf.
This paper considers the emerging ethical issues in three areas of technology-enhanced assessment. The first area to examine is the ethics of ‘big data’: technology-enhanced assessment is significantly increasing the volume and changing the nature of data
gathered about student performance in education. The second area is the ethics of using social software for assessment: some practitioners have begun to develop technology-enhanced assessment practices that aim to increase learner involvement in assessment, using social software. The last area to review is the ethics of assessing young people’s informal learning: using online ‘badges’ in education aims to contribute to the democratization of assessment processes by using practices of participatory cultures to acknowledge learning achievement.
5) U.S. DEPARTMENT OF EDUCATION Institute of Education Sciences National Center for Education Statistics. (2013). TESTING INTEGRITY SYMPOSIUM Issues and Recommendations for Best Practice. 15-19. https://nces.ed.gov/pubs2013/2013454.pdf.
The paper discusses in general issues and recommendations for testing online and technology-based assessments. There is a specific section called Testing Integrity Practices and Procedures for Online and Technology-based Assessments. This section focuses on how academic tests are transitioning from traditional paper-and-pencil format to computer-based testing (CBT). Panelists focused on how the responses to the questions in the preceding sections would differ when applied to CBT. They identified processes to ensure, to the greatest extent possible, that the results of CBT are accurate and free from tampering. Finally, they discussed likely opportunities for tampering and testing irregularities within the context of computer-based assessments.
Graphic Organizers
Main Idea and Supporting Details
Detail Detail
Main Idea
Detail
Policy makers need to discussion about the
ethical issues of educational data
collected and stored.
Guidelines are needed to regulate the level of supervision required to
administer the computer-based or
internet-delivered test.
States and school districts will develop policies and
internal controls in case of data holes when implement
computer-based testing.
Cause and Effect
Cause Evidence Effect
Implementing Computer-
Based Testing
Possibility of an alternative assessment method that
represents the range of an individual’s skills within and beyond the boundaries of
formal schooling.
Make traditional exams and tests more accessible via assistive technologies and translation software
Real-time progress monitoring:
measurement, collection, analysis and reporting of
data
Online participatory media cultures
Widening access to assessments
Data visualization systems for schools and
personalized dashboards
Escendency are marketing visualization software for Special
Schools which includes the potential for students to access their own
‘pupil progress’ dashboard.
Using online badges in education and e-portfolios
Comparing and Contrasting
Cheating and privacy won’t
go away.
Fees and cost for computer-based testing
are high.
Paper-based testing fees and cost are lower-
price than computer-based
testing.
Eliminates test anxiety in
individuals with low-tech skills
Assessing with technology improves students’
performance.
Paper-based test require easier
accommodations and
infrastructure
Computer-Based Assessments
Paper-Based Assessments
Not all educational institutions are
equipped with the infrastructure
needed for computer-based
assessments
Both test versions require similar
jurisdiction models to protected test
practices
Establish the equivalence of
paper-based and computer-based versions of tests
Graphic Organizer Review Rate the graphic organizer (x) in the following areas: Non-Existent, Emerging, Approaching,
Meets Requirements. Maria Martinez Provide additional feedback to improve the GOs Strength: This was very well thought out. I have never done online testing but agree you are right about regulations in regards to testing online.
It is good that you addressed that states and school districts need to close look holes in internet testing otherwise it is not an accurate evaluation.
Very good with the compare and contrast. Seems more cost effective to do paper based testing.
Very good on the cause and effect Weakness:
Widening access to assessments: not sure but would this also allow the use of new technology for assessments? I would have also addressed the cost versus paper based testing.