Innovations in reporting & assessment
Emerging technologies allow for a variety of methods to assess students and report data specific to the needs of different stakeholders. These various approaches can result in assessments that are more engaging for students, along with reporting that provides more insightful, useful information for students, families, and educators.
Learning styles: Considerations for technology enhanced item design: Learning styles
Learning styles (LS) have been used for classifying students by their preferences relative to taking information in, processing it and demonstrating their ability in the context of education. This paper investigates the role of LS in K-12 education by considering the manner in which student LS are assessed and the extent to which they have informed K-12 instruction.
By: Deborah Adkins, Meg Guerreiro
Topics: Innovations in reporting & assessment, Empowering educators
This paper briefly discusses the trade-offs involved in making such a transition, and then focuses on a relatively unexplored benefit of computer-based tests ā the control of construct-irrelevant factors that can threaten test score validity.
By: Steven Wise
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement
When computer-based tests are used, disengagement can be detected through occurrences of rapid-guessing behavior. This empirical study investigated the impact of a new effort monitoring feature that can detect rapid guessing, as it occurs, and notify proctors that a test taker has become disengaged.
By: Steven Wise, Megan Kuhfeld, James Soland
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement
Design Challenge winner: Student assessment engagement
In this CASEL Measuring SEL blog, James Soland shares how work with Santa Ana Unified School District led to new insights on how item response times and test metadata may provide insight into student SEL.
By: James Soland
Topics: Innovations in reporting & assessment, School & test engagement, Social-emotional learning
This manuscript reports results from two studies conducted during the development of KinderTEK, an iPad delivered kindergarten mathematics intervention, to determine the relationship between instructor-reported technology experience and intervention implementation, as measured by student use.
By: Lina Shanley, Mari Strand Cary, Ben Clarke, Meg Guerreiro, Michael Thier
āNo Fun Gamesā: Engagement effects of two gameful assessment prototypes
Assessments with features of games propose to address student motivation deficits common in traditional assessments. This study examines the impact of two āgameful assessmentā prototypes on student engagement and teacher perceptions among 391 Grades 3ā7 students and 14 teachers in one Midwestern and one Northwestern school.
By: Chase Nordengren
Rapidāguessing behavior: Its identification, interpretation, and implications
The rise of computerābased testing has brought with it the capability to measure more aspects of a test event than simply the answers selected or constructed by the test taker. One behavior that has drawn much research interest is the time test takers spend responding to individual multipleāchoice items.
By: Steven Wise
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement