The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Technology and Testing
Abstract
Large-scale testing of educational outcomes benefits already from technological applications that address logistics such as development, administration, and scoring of tests, as well as reporting of results. Innovative applications of technology also provide rich, authentic tasks that challenge the sorts of integrated knowledge, critical thinking, and problem solving seldom well addressed in paper-based tests. Such tasks can be used on both large-scale and classroom-based assessments. Balanced assessment systems can be developed that integrate curriculum-embedded, benchmark, and summative assessments across classroom, district, state, national, and international levels. We discuss here the potential of technology to launch a new era of integrated, learning-centered assessment systems.
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Citations
Cites
Inside the Black Box: Raising Standards through Classroom Assessment
Black, P., & Wiliam, D. (2010) · Phi Delta Kappan · doi:10.1177/003172171009200119 · Cited by 4,231
Working inside the Black Box: Assessment for Learning in the Classroom
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004) · Phi Delta Kappan · doi:10.1177/003172170408600105 · Cited by 1,323
Cited by
Directrices para la traducción y adaptación de los tests: segunda edición
Muñiz, J., Elosua, P., & Hambleton, R. (2013) · Psicothema · doi:10.7334/psicothema2013.24 · Cited by 921
Measuring progressions: Assessment structures underlying a learning progression
Wilson, M. (2009) · Journal of Research in Science Teaching · doi:10.1002/tea.20318 · Cited by 329
Rethinking assessment in a digital age: opportunities, challenges and risks
Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016) · British Educational Research Journal · doi:10.1002/berj.3215 · Cited by 265
Gobert, J. D., Sao Pedro, M., Raziuddin, J., & Baker, R. S. (2013) · Journal of the Learning Sciences · doi:10.1080/10508406.2013.837391 · Cited by 210
Understanding metacognitive inferiority on screen by exposing cues for depth of processing
Sidi, Y., Shpigelman, M., Zalmanov, H., & Ackerman, R. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.01.002 · Cited by 91
Metadata
- Authors
- Quellmalz, E. S., & Pellegrino, J. W.
- Venue
- Science
- Published
- 2009-01-02
- Volume
- 323
- Issue
- 5910
- Pages
- 75-79
- ISSN
- 0036-8075 (ISSN-L)
- 1095-9203
- OpenAlex
- W2098194949
- Cited by
- 254
- References
- 2
- FWCI
- 122.53
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
