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Assessing (Evidence and Validation) December 27, 2005

Posted by collaboration in Research.
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As many have noted, assessing technology’s impact on student achievement is problematic at best. How can we justify the expense in a new world of assessmet and test scores when it’s not even evaluated. This seemed like a decent start for a conversation about what to assess in terms of technology and the new literacy that is emerging.

Assessing (Evidence and Validation)

While we cannot see inside the learner’s mind, we can data-mine the new Web-based environment for signs and artifacts of the learner’s inquiry and expression. SW applications will lead to unobtrusive observations of learners who, rather than taking tests, are making decisions, constructing original work, and thinking aloud as they work in a naturally productive setting. Recent advances in the science of assessing thinking and learning (e.g., Pellegrino, Chudowsky, and Glaser 2001), when combined with the implications of SW applications in eEducation as outlined above, lead to the following ideas about the future of assessment:

Complex performances will be documented in network-based assessments by capturing the learner’s actions, decisions, and work products over time.

With many instances of the learner interacting with applications in different times, places, and contexts, future network-based assessments will build a long-term record that documents how learners change over time. Graphs and other visualizations of statistically analyzed

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