Technology and Assessment Thinking Ahead: Proceedings from a Workshop (2002) / Chapter Skim
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3 Is It Worth It? Some Comments on Research and Technology in Assessment and Instruction
3 Is It Worth It? Some Comments on Research and Technology in Assessment and Instruction
Pages 26-39
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From page 26... ...
It particularly concerns technology used to perform the assessments needed to tailor instruction to the needs of individual students. thereby helping to ensure that the instruction reliabiv produces its intenclecT outcomes for all.
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From page 27... ...
Computer-based instructional materials are available anytime and anywhere, but they also provide relevant and appropriate instructional interactions. They can be designed to adapt and respond to the needs and intentions of individual learners on a microsecond to microsecond basis.
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From page 28... ...
One way concerns the speed, or "pace," at which students learn in classrooms. Classroom teachers regularly report on the differences in the time different students need to achieve instructional objectives.
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From page 29... ...
Zeidner and Johnson (1989) estimated that savings for the first tour of duty resulting from the Armors use of personnel selection, classification, and assignment procedures compared to random selection, classification, and assignment are about $414 million annually and that savings could be increased to $1 billion annually through simple adjustments in policies and procedures.
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From page 30... ...
These item formats will produce new conceptions of cognition, which in turn will suggest improved, more targeted item formats. It seems past time to pursue programs intended to promote and encourage such spiral development.
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From page 31... ...
Nonetheless, adaptive testing using adaptive techniques for presenting and scoring items is a significant advance and has been implemented by the DoD in some highprofile areas. For instance, with more than 270,000 potential recruits taking the Armed Services Vocational Aptitude Battery each year at a cost of about $20 per administration, the military has a considerable stake in efficient personnel assessment.
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From page 32... ...
points out, the identical elements theory is hard to argue with it seems reasonable to expect task elements mastered in simulation to be performed with some appreciable degree of success on the job. For dynamic pursuits such as combat where unique situations are frequent and expected, the focus on identical elements often leads to an insistence on maximum fidelity in simulations used for assessment.
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From page 33... ...
Networked simulation was originally developed for training applications and was intended to improve the performance of crews, teams, and units (Alluisi, 1 991~. The individual members of crews, teams, and units who use networked simulation are assumed to be already proficient in their individual skill specialties they are expected to know how to drive tanks, read maps, fly airplanes, fire weapons, and so on at some acceptable threshold of proficiency before they begin networked simulation exercises.
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From page 34... ...
exercise using linked simulators located in Arizona, Kentucky, and Maryland with a "live" simulation performed in the field using actual equipment. The simulation exercise involved 75 people; a similar exercise in the field with actual equipment would have required 245 people.
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From page 35... ...
(SCORM) to ensure accessibility, durability, portability, and reusability of instructional objects and to provide guidelines concerning the creation, archiving, and assembly of instructional objects into relevant instructional presentations.
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From page 36... ...
Such activity benefits the individual seeking to achieve his or her potential, the organizations depending for their success on human competence, and the nations competing in the global marketplace. All these ends are likely to be well served by tools placecl in learners' hands to help them assess progress toward their goals.
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From page 37... ...
Minneapolis, MN: Computerized Adaptive Testing Laboratory, University of Minnesota. Corbett, A.T., Koedinger, K.R., & Anderson, J.R.
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From page 38... ...
(1997~. The cost and effectiveness of the Multi-Service Distributed Training Testbed (MD T29 for training close air support (IDA Paper P-3284~.
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From page 39... ...
(l 987~. Potential utility increases from adding new tests to the Armed Services Vocational Aptitude Battery (ASVAB)
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