1. Presentation of Erstad, Olas
paper of Changing
assessemtn practices and
the role of IT
by Dongyi Guo
E-assessment 2013 vår
IKT-sl. Hioa

2. Major Issues in Educational
Assessment
The role and differences between summative
and formative ways of assessment.
Summative assessment Formative assessment
occurs at the end of a learning process occurs during a learning process
To evaluate what student has learned To motivate and support the progress of
learning

3. Major focus of E-assessment
research in this chapter
● Focus on some new issues are raised by
increased implementation of new digital
technologies in education
○ How assessment is linked to different perspectives
on learning
○ "What" & "how" researches of e-assessment is
related to the role of "IT"
○ Purpose of this chapter is to question to what extent
and in which ways the use of new technologies
represent changing assessment practices in school-
based settings.

4. Different traditions of
learning 1
● The behaviourist tradition
○ stadndadized testing as the dominating assessment
system over the last century
○ the learner is seen as a passive receiver of knowledge.
○ based on the factory metaphor: emphasis on hwo
students were required to master specific contents
defined by teachers or textbooks through memorization.
○ focus on facts and predefined fragments of contenct
○ to get feedback about students' performance so as to
stratify and certify them accordingly.
○ Technologies is used as a part of teaching machine
○ CD-ROMs used in1990s are used as part of assessment in
this perspective

5. Different traditions of
learning 2
● Constructivist tradition of learning
○ learner is seen as a more cognitively active
participant
○ adaptassessment, such as adaptive testning still
focuses on individua and intrapersonal ways of
learning, but requires more complex and diverse
approaches
■ assessment of eassays or projects
■ performance assessment: a form of testing that requires
students to perform a task
○ Techonological development have made it possible to
develop interacitve tools to assess complex cognitive
skills.
■ including different modalities: written text, pictures, video,
simulations

6. Different traditions of
learning 3
● Sociocultural tradition of learning
○ learner is seen as a participant of the world around
○ emphasis on learning as social practice, it occurs
during collaboration and communication between
people
○ focus interpersonal ways of learning
○ assessment focuses on the process of learning as well
as the outcomes
○ students are asked to perform real-world tasks that
demonstrate meaningful application of essential
knowledge and skills.

7. Traditional Goals of E-
assessment 1
● Processing large numbers of tests to reduce the
workload on teachers and the costs of education
● To creat new approaches, e.g., adaptive testing
● How IT can improve assessment by online leanring,
where courses and assessemnts are both done
online
● Raikes and Harding (2003) sketch some of the
issues that should be solved before conventional
examinations can be computerized.
○ costs, equivalence of test forms, security,
diversity of school cultures and environemnts
and techincal reliablility

8. Traditional Goals of E-
assessment 2
● Research issues of the transition from paper-
and-pencil testing to computer-based
tesning:
○ the test validity
■ computerized assessments tend to be more
difficult than paper-and-pencil versions of the
same test.
○ mode effects
■ the presentation of a test and the process of
taking a test can result different modes that made
the test validity unstability.
■ it may be solved by minimizing differences
between modes.

9. New Goals of E-assessment 1
● create a new interest of "assessing the inaccessible"
○ to assess metacognition, learning strategies, attitudes and
lifelong learning skills
● IT is used to develop a more diverse formative
approaches of assessment in order to better monitor
and assess student learning progress
○ The use of various multimodalities by IT increases
interest for project work
○ Increased use of digital portfolios
■ let teachers eariser to follow students' progress and
comment on assignments and keep track of documents
■ make summative assessment easier.
○ bringing in new qualitative dimensions for assessment
■ abilities of processing files electronically
■ abilities of making text multimodal

10. New Goals of E-assessment 2
● Support collaborative work online
○ collaborative problem-solving skills are considered
necessary for success in today's world.
○ it stimulate students' learning and the process of
inquiry
○ the problem-solving process online can be recorded
and make it available for teachers for further
assessment of students' cognitive process
○ it also raises issues
■ on interface design features that can support
online measurement
■ how to evaluate collaborative problem-solving
process in an online contest

11. New Goals of E-assessment 3
● web-based peer-assessment
○ defined by some as an innovative assessment
method since students themselves are put in the
position of evaluators as weel as learners
● web-based self-assessment
○ selecting a series of simple "I Can" statements
○ to promote them to think about what are able to do
● Using milestone todemonstrate and control learning
progress
● tools like computer-based simulations support students'
understanding of knowledge
● to assessemnt of creative thinking as different from analytic
thinking by reviewing of their performance by digital recording.

12. New Goals of E-assessment 4
● IT Literacy Skills
○ Due to the mismatch between conventional national
tests, which focus on prespecified knowl-edge and
concepts, and the wider range of knowledge that
students are acquiring by carrying out new kinds of
activities with IT at home
○ Acquire practical skills in using computers that are
not part of the assessment processes that they meet
in schools
○ A framework for ICT literacy (2002)
■ IT literacy: the ability of individuals to use ICT
appropriately to access, manage and evaluate information,
develop new understandings, and communicate with others
in order to participate effectively in society

13. Conclusion
● Hwo IT is changing assessment practies
○ Within policy and curriculum development
○ Within research field
○ With teaching in schools
● Further disscussion
○ What has to be assessed?
○ Hwo IT can supprot all relevant types of
assessments?