Tucker, B. (2009, November). The next generation of testing. Educational Leadership, 67(3), 48-53.
The purpose of this article is to describe how new technology combining machine-read scoring with cognitively based open-ended questions has the potential improve assessment. Tucker argues that these technology-based assessments are more reliable and efficient than tradition forms. Furthermore, by using multi-step problems, teachers will better understand students’ thinking and problem solving process, and can more effectively address student misunderstandings when they occur. Tucker discusses the Problem Solving in Technology-Rich Environments (TRE) project, a pilot study examining how technology can be used to test scientific inquiry skills, as well as other technology-based assessment projects. The author also discusses logistical issues and funding challenges associated with implementing such assessments and concludes with the necessary steps to implement technology-based assessments.
Action for Learning, Formative Assessment