Reading Prompt #8

CUMMINS Ch. 3. Assessment
EGBERT Ch. 8. Assessment

What is the difference between traditional standardized testing and authentic assessment? Describe how computers can be used for both. Which do you feel is a better use of computers? Describe examples from the readings or from your own experiences how comptures can be used effectively for assessment, and/or how to effectively assess the work students do via the computer?

A good example for traditional standardized testing is the current practice in US schools claiming to assess academic quality. However, as research shows, standardized testing as prescribed by NCLB focuses mostly on noneducational factors such as social economic status and ethnicity of students instead of assessing and facilitating students academic development. Moreover, standardized testing not only focuses on noneducational factors of assessment, but also reinforces them when branding low-income schools as failing.

This twisted form of looking for accountability and achivement in US schools generates numerous problems.
Standardized testing is forcing educators to narrow the curriculum leaving important subjects out of the curriculum. To be able to pass the tests, schools need to spend a lot of money to purchase test-preparation materials further shortening their resources to support student development. Needless to say, low-income schools are the most affected by standardized testing. Students simply miss out on opportunities that the educational system could and should provide for them.
Haney (2002) documented some of the serous shortcomings of the Texas miracle (the sudden improvement of test scores in the 1990s) Haney’s observations are still present in Texas schools. Students are marginalized by bureaucratic practices aimed at showing false improvement in AYP that is, raising the scores. Among some of these practices are student replacement, retention, and dropout (Haney (2002).

In contrast, authentic assessment or as Cummins calls it, instructionally sensitive assessment takes a more integrative perspective to student assessment in an educational environment that is both supportive and challenging. It focuses on student work both in terms of process and product. In addition, it embraces the tenets of a globalized knowledge society, and therefore promotes critical literacy, higher order thinking, and knowledge generation. (the idea of the New London Group)

Technology can play an important part in authentic assessment. It is an incredible source of information for both teachers and students.
Egbert mentions two forms using the computer as an assessment tool. Computer-based and Computer-adaptive testing. While the first one is fixed and linear, just like any type of pen and pencil test would be, the second one generates the test questions based on students’ previous responses. I like the idea of using computer-adaptive testing because it is better reflecting students’ knowledge, it’s more creative, and I imagine that students would find it more interesting. Even better, teachers can use more authentic ways of assessment through technology. It doesn’t have to be a computer generated test, after all. Of course, using technology in assessment fits well with authentic assessment including student portfolios, running records, self and peer assessment, and collaborative work.
As far as standardized testing - I don’t think technology can help much with that. Unless policy makers want to sell it to the public as the idea of incorporating technology and standardized testing – to make it look more advanced and more marketable. Well, I think it would be just another way of wasting money.