Currently, computer-based tests are widely used in large-scale assessments in education. However, the effective participation of people with visual impairments (PwVI) through the use of Assistive Technologies (ATs) to take these tests equitably and independently is an open challenge, particularly in countries with high social inequality, as…

In September, 2016, the National Center for Special Education Research (NCSER) and the National Center for Education Research (NCER) of the Institute of Education Sciences (IES) convened a group of experts to discuss and provide input on research needs in the area of middle and high school writing for students, including English learners (ELs) and…

An effect size of about 0.70 (or 0.40-0.70) is often claimed for the efficacy of formative assessment, but is not supported by the existing research base. More than 300 studies that appeared to address the efficacy of formative assessment in grades K-12 were reviewed. Many of the studies had severely flawed research designs yielding…

This article asserts the importance of e-assessment. It further suggests that assessment questions and tasks will change substantially as the art of e-assessment progresses. The article then exemplifies sophisticated e-assessment tasks, notes taxonomic schemes that have attempted to classify them and seeks to identify aspects of their definition.…

Focuses on the potential contributions of optimal test-design models to practical test-assembly issues that result from limitations in the models or the technology required for their implementation and limitations inherent in the test-assembly process. Outlines research needed to make implementation of these techniques routine in test assembly.…

The paper uses both the author's experience of research training, and the empirical studies of autism in which he participated over the last 40-plus years, to derive research lessons and to consider the needs and prospects for future research. Attention is drawn to: the importance of mentors; the need to use technologies in a hypothesis-testing…

Computer-based assessments are becoming more commonplace, perhaps as a necessity for faculty to cope with large class sizes. These tests often occur in large computer testing venues in which test security may be compromised. In an attempt to limit the likelihood of cheating in such venues, randomised presentation of items is automatically…

Describes a pilot study that examined issues encountered when computers were used for a master's degree comprehensive examination. Computer-based testing is discussed; procedures used for administering the exam are detailed; pre- and posttests that examined student attitudes are described; and recommendations for using computers in comprehensive…

Discusses and defines immediate and delayed feedback as they apply to computer-assisted instruction and testing. A research classification matrix is presented to provide a framework for classifying existing feedback studies and to guide future research, and a sample bibliography classified according to the matrix is given. (31 references) (LRW)

Three major pragmatic issues in computerized testing are addressed: (1) encouraging teacher use; (2) reporting of information; and (3) test construction. Reference is made to four related articles. Additional areas for research include reporting of test information; item bank standards; validity; and rules for stopping in computerized testing.…

Describes a study of undergraduates that was conducted to examine the equivalence of the mode of administration using the paper-pencil and computer-based versions of the Strong-Campbell Interest Inventory. Differences in scores are discussed, time taken for the inventories is studied, and further research is suggested. (Contains 16 references.)…

e-Learning research is an expanding and diversifying field of study. Specialist research units and departments proliferate. Postgraduate courses recruit well in the UK and overseas, with an increasing focus on critical and research-based aspects of the field, as well as the more obvious professional development requirements. Following this year's…

Research dealing with the administration of tests via computer is reviewed. Several issues related to computerized testing are discussed, and areas in need of additional research are identified. The focus is on education-related ability and achievement testing; psychological tests and computer-based simulations are not addressed. (SLD)

In an adaptive test, the test administrator chooses test items sequentially during the test, in such a way as to adapt test difficulty to examinee ability as shown during testing. An effectively designed adaptive test can resolve the dilemma inherent in conventional test design. By tailoring tests to individuals, the adaptive test can…

Issues that must be addressed in the large-scale application of computerized adaptive testing are explored, including considerations of test design, scoring, test administration, item and item bank development, and other aspects of test construction. Possible solutions and areas in which additional work is needed are identified. (SLD)