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.

Description Non-Existent Emerging Approaching Meets Requirements

The GOs include sufficient content to cover the breadth of the topic area or interest for the proposed type of project

X

The overall design of all the GOs are well thought out and fully developed

X

The student provided all three GOs required

X

The GOs was easy to follow and understand

X

Outline

COMPUTER BASED TESTING

Technology has changed our lives in many aspects, especially in education. It not only has

changed the way to teach and learn, but it has also changed the way to assess knowledge and students’

performance. Computer based testing has joined the traditional method of testing with pencil and paper in

the 21st century. This practice has impacted the assessment system in education which provokes an

unavoidable comparison between the computer based and paper based testing. Additionally, it involves

the need of regulating computer-based and internet-delivered testing by legislation.

I. Implementing Computer-Based Testing

A. Data visualization systems for schools and personalized dashboards.

1. Real time progress monitoring

2. Measurement collection

3. Analysis and reporting of data

B. Widening access to assessments.

1. Make traditional exams and test more accessible via assistive technologies and

translation software

C. Online participatory media cultures.

1. Alternative assessment method tht represents the range of an individual’s

skills within and beyond the boundaries of formal school

I. Computer Based vs Paper Based Assessments

A. Computer based assessments

1. Improves students’ performance

2. Fees and cost for computer-based testing are high

3. Not all educational institutions are quipped with the infrastructure needed fir

computer-based assessments.

B. Paper-based assessments

1. Eliminates test anxiety in individuals with low-tech skills

2. Paper-based testing fees and cost are lower-price than computer-based testing

3. Paper-based test requires easier accommodations and infrastructure

C. Computer-based and paper-based assessments

1. Cheating and privacy won’t go away

2. Establish the equivalence of paper-based and computer-based versions of tests

3. Both test versions require similar jurisdiction models to protect test practices.

II. The need of legislation regulating computer-based and internet-delivered testing.

A. Policy makers need to discuss the ethical issues of educational data collected and

stored.

1. Consultation with parents and young people and center around issues of

young people’s rights to access and control their own data.

B. Guidelines are needed to regulate the level of supervision required to administer the

computer-based or internet-delivered test.

1. Testing integrity

2. Privacy protection

C. States and school districts will develop policies and internal controls in case of data

holes when implement computer-based testing.

1. Limit or disable web browsers

2. Limit or disable computer applications

3. Disable screenshots, save, copy, and print functions

4. Conduct CB only in secure classrooms and labs

5. Supervising test access through security log in

6. Ensuring that technology is well-equipped

Computer based assessments is a practice of educational assessment systems in the 21st

century. The effects of this practice can be optimistic according to some educational institutions.

However, it is important to compare the traditional paper based testing with the computer based

testing to evaluate its effectiveness. Also, it will require to establish legal guidelines and

regulations in its implementation.

PowerPoint

Slide 1

Computer Based TestingImpacts and Regulations

Maria D. MartinezEDTC 5900

Webster UniversityDecember 2017

Slide 2

Impacts of Computer Based Testing (CTB)

• Real time progress monitoring• Dashboards

• Data visualization

• Personalized dashboards

• Own “pupil progress”

Slide 3

Computer Based Testing Impacts of Computer Based Testing (CTB)

I. Implementing Computer-Based Testing

II. Computer Based vs Paper-based Assessments

III. The need of legislation regulating computer-based and internet-delivered testing.

Slide 4

I. Impacts of Computer Based Testing (CTB)

• Measurement collection• Analysis reliability

• The measurement, collection, analysis and reporting of data about learning

• Soft skills evaluations

Slide 5

Impacts of Computer Based Testing (CTB)

• Analysis and reporting data• The ethics of big data

• The ethics of using social software for assessments

• The ethics of assessing young people’s informal learning

Slide 6

Widening access to assessment

Assistive technology

Slide 7

Online Participatory Media Culture

Alternative assessments

beyond formal school

Slide 8

Computer Based vs Paper Based assessments

Computer based assessments• Improve students’ performance

• Fees and cost for computer-based testing are high

• Not all educational institutions are quipped with the infrastructure needed fir computer-based assessments.

Slide 9

II. Computer Based vs Paper Based assessments

Paper-Based Assessments• Eliminates test anxiety in individuals

with low-tech skills

• Paper-based testing fees and cost are lower-price than computer-based testing

• Paper-based test requires easier accommodations and infrastructure

Slide 10

Computer Based vs Paper Based assessments

Both assessments• Cheating and privacy won’t go away

• Establish the equivalence of paper-based and computer-based versions of tests

• Both test versions require similar jurisdiction models to protect test practices.

Slide 11

III. The Need of Legislation Regulating Computer-based and Internet-delivered testing.• Data collected and stored young people’s rights

• Level of supervision required to administer the computer-based or internet-delivered test Testing integrity

Privacy protection

Slide 12

III. The Need of Legislation Regulating Computer-based and Internet-delivered testing.

States and school districts will develop policies and internal controls in case of data holes when implement computer-based testing.

1. Limit or disable web browsers2. Limit or disable computer applications3. Disable screenshots, save, copy, and

print functions4. Conduct CBT only in secure

classrooms and labs5. Supervising test access through

security log in6. Ensuring that technology is well-

equipped

Slide 13

Thank you for your attentionAny questions