On the surface, this chapter concerns the evolution of educational assessment from a paper-based technology to an electronic one. On a deeper level, that evolution is more substantive. In the first section of this chapter, those stages are briefly described and used to place the new generation of assessments being created by the two comprehensive…

CBAL, an acronym for Cognitively Based Assessment of, for, and as Learning, is a research initiative intended to create a model for an innovative K-12 assessment system that provides summative information for policy makers, as well as formative information for classroom instructional purposes. This paper summarizes empirical results from 16 CBAL…

This paper describes a study intended to demonstrate how an emerging skill, problem solving with technology, might be measured in the National Assessment of Educational Progress (NAEP). Two computer-delivered assessment scenarios were designed, one on solving science-related problems through electronic information search and the other on solving…

This article describes selected results from the Math Online (MOL) study, one of three field investigations sponsored by the National Center for Education Statistics (NCES) to explore the use of new technology in NAEP. Of particular interest in the MOL study was the comparability of scores from paper- and computer-based tests. A nationally…

Investigated the functioning of a new computer-delivered graphical modeling (GM) response type for use in a graduate admissions assessment using two GM tests differing in item features randomly spiraled among participants. Results show GM scores to be reliable and moderately related to the quantitative section of the Graduate Record Examinations.…

Evaluated whether variance due to computer-based presentation was associated with performance on a new constructed-response type, Mathematical Expression, that requires students to enter expressions. No statistical evidence of construct-irrelevant variance was detected for the 178 undergraduate and graduate students, but some examinees reported…

Describes three open-ended response types that could broaden the conception of mathematical problem solving used in computerized admissions tests: (1) mathematical expression (ME); (2) generating examples (GE); and (3) and graphical modeling (GM). Illustrates how combining ME, GE, and GM can form extended constructed response problems. (SLD)

This study explores the potential for using a computer-based scoring procedure for the formulating-hypotheses (F-H) item. This item type presents a situation and asks the examinee to generate explanations for it. Each explanation is judged right or wrong, and the number of creditable explanations is summed to produce an item score. Scores were…

Describes the many causes of pressure to change large-scale assessment in the United States and suggests that the largest factor facilitating change will be technological, especially the use of the Internet. The Internet will help revolutionize the business and substance of large-scale assessment. (SLD)

Four human judges agreed highly among themselves about the presence of errors committed by 60 adults solving algebra word problems, but were in less agreement about categorizing faults. An expert system agreed with judges about correctness of answers, but was in even less agreement about categorizing the faults. (SLD)

Scoring accuracy and item functioning were studied for an open-ended response type test in which correct answers can take many different surface forms. Results with 1,864 graduate school applicants showed automated scoring to approximate the accuracy of multiple-choice scoring. Items functioned similarly to other item types being considered. (SLD)

Examined the generalizability and validity and examinee perceptions of a computer-delivered version of 8 formulating-hypotheses tasks administered to 192 graduate students. Results support previous research that has suggested that formulating-hypotheses items can broaden the abilities measured by graduate admissions measures. (SLD)

This publication presents the reports from two studies, Math Online (MOL) and Writing Online (WOL), part of the National Assessment of Educational Progress (NAEP) Technology-Based Assessment (TBA) project. Funded by the National Center for Education Statistics (NCES), the Technology-Based Assessment project is intended to explore the use of new…

This article discusses some of the advantages of computer-based testing and highlights efforts by several states and organizations to introduce electronic assessment. It also describes the challenges policymakers face in planning and implementing such an initiative and details the steps they can take to pursue this type of testing. As electronic…

Examined alternative-item types and section configurations for improving the discriminant and convergent validity of the Graduate Record Examination (GRE) general test using a computer-based test given to 388 examinees who had taken the GRE previously. Adding new variations of logical meaning appeared to decrease discriminant validity. (SLD)