The papers in this collection were commissioned by the Board on Testing and Assessment (BOTA) of the National Research Council (NRC) for a workshop held on November 14, 2001, with support from the William and Flora Hewlett Foundation. Goals for the workshop were twofold. One was to share the major messages of the recently released NRC committee report, Knowing What Students Know: The Science and Design of Educational Assessment (2001), which synthesizes advances in the cognitive sciences and methods of measurement, and considers their implications for improving educational assessment. The second goal was to delve more deeply into one of the major themes of that report-the role that technology could play in bringing those advances together, which is the focus of these papers. For the workshop, selected researchers working in the intersection of technology and assessment were asked to write about some of the challenges and opportunities for more fully capitalizing on the power of information technologies to improve assessment, to illustrate those issues with examples from their own research, and to identify priorities for research and development in this area.
Table of Contents
|Chapter 1 Unmasking Constructs Through New Technology, Measurement Theory, and Cognitive Science||1-11|
|Chapter 2 Technology Supports for Assessing Science Inquiry||12-25|
|Chapter 3 Is It Worth It? Some Comments on Research and Technology in Assessment and Instruction||26-39|
|Chapter 4 Speech Recognition Technology and the Assessment of Beginning Readers||40-49|
|Chapter 5 Cognitive Tutor Algebra I: Adaptive Student Modeling in Widespread Classroom Use||50-62|
|Chapter 6 How Computer-Based Technology Can Disrupt the Technology of Testing and Assessment||63-78|
|Chapter 7 Design of Automated Authoring Systems for Tests||79-89|
|Appendix A Workshop Agenda||90-91|
|Appendix B Board on Testing and Assessment Membership||92-92|
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