Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iBFHlQU01179; Wed, 15 Dec 2004 12:47:26 -0500 (EST) Date: Wed, 15 Dec 2004 12:47:26 -0500 (EST) Message-Id: <3.0.6.32.20041215124452.00b988a8@mail.psnyc.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: Mariann Fedele <mariannf@lacnyc.org> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3377] FW: [NIFL-ASSESSMENT:815] Re: guidance in developing X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" X-Mailer: QUALCOMM Windows Eudora Light Version 3.0.6 (32) Status: O Content-Length: 6154 Lines: 191 Good day all, Below is a cross-post from the NIFl Assessment list. It is from guest April Zenisky. Please take note of the last paragraph of her post which asks for input on experiences with adult learners and computer-based testing. Moderator Marie Cora encourages tech list subscribers to weigh in on this matter by either posting to the Assessment list directly or to the Tech list, and I'll re-post your response to the Assessment list. Other cross-posts are to follow. Best, Mariann >-----Original Message----- >From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov] On >Behalf Of April L. Zenisky >Sent: Tuesday, December 14, 2004 2:04 PM >To: Multiple recipients of list >Subject: [NIFL-ASSESSMENT:815] Re: guidance in developing job-related > > >Hi, all, >To follow up with Marie's reposting, this was a question that was >especially interesting to me as my >own research interests as a test developer involve alternate item types >(not multiple-choice) that >are computer based. Specifically, I am interested in uses of innovative >or novel types that are >highly engaging to the test-taker but still auto-scored. In many cases, >there might be one correct >answer, but the questions might be written to allow for more than one >right (or wrong) answer. > >For example, the different item formats for use in computerized testing >allow you to incoporate >different actions such as clicking, drag-and-drop, scrolling, and >typing. The drag-and-drop option >is nice because people can rearrange onscreen items in different ways >given the frame of the >question (for example, put things in some order (numerical, >alphabetical, chronological, etc.)) and >it lets them visualize the groupings they are creating. > >So, here in Massachusetts my colleagues at the Center for Educational >Assessment and I are working >with the Massachusetts DoE and practitioners in the state to develop >new, computerized assessments >that are directly based on the Massachusetts curriculum. The MA >assessments will be different from >the computerized BEST Plus in that the student willl enter answers >directly into the computer, which >is different from the BEST Plus' approach (which works well for that >domain being tested -- a test >administrator scores a student's spoken answers on a few dimensions and >enters those into the >computer). > >One thing I'm interested in learning more about myself about is people's >experiences with adult >learners and computerized testing. Some work I'm involved in now is >finding out about adult >learners' familiarity with computerized response actions (clicking, >drag-and-drop, scrolling, and >typing). Does anyone out there have any experience with or thoughts >about using computer technology >for testing with adults that they'd be interested in sharing with the >list? More broadly, for >practitioners, what do you find that your students can do with respect >to using a computer and what >skills do you see them needing assistance with? What might you consider >to be the important >navigational and other features of computerized activities/assessments? > >I'm looking forward to hearing from you! >--april > > > >*********************************************** >April L. Zenisky, Ed.D. >Director of Computer-Based Testing Initiatives >Center for Educational Assessment >University of Massachusetts Amherst >Amherst, MA 01003 >413.577.2180 >azenisky@educ.umass.edu > > > > > > > > > >----- Original Message ----- >From: "Marie Cora" <marie.cora@hotspurpartners.com> >To: "Multiple recipients of list" <nifl-assessment@literacy.nifl.gov> >Sent: Tuesday, December 14, 2004 12:50 PM >Subject: [NIFL-ASSESSMENT:814] guidance in developing job-related >assessments for critical thinking > > >> Hi everyone, >> >> I am re-posting Julie's question from October 14 because it is >relevant >> to the discussion this week, and I don't think she ever received much >in >> reply. Julie - have you made progress on this project to date? >Perhaps >> April, and others who wish to, can comment on some of your questions. >> marie >> >> >> >> I am working with large organization to develop assessments for >managers >> in >> training. They want the questions to focus on measuring whether or >not >> a >> management trainee can think critically and problem solve. The >questions >> will focus >> on IMPACT and INDICATIONS of daily company procedures. >> >> The types of questions need to assess if the trainee understands the >> impact >> of a particular procedure on the productivity, bottom-line, etc. for >the >> >> business. We also want to assess whether or not the trainees can >> identify the >> indicators that something is, or is not, going (or set up) according >to >> procedures. >> >> For example, does the trainee understand the IMPACT if department >> materials >> are unorganized and/or dirty? That the mailbag has gone unopened? >Can >> s/he >> identify the INDICATORS that something is not running according to >> procedure, is >> out of place or that an employee is not performing their job >> requirements? >> >> This assessment needs to written in standardized format (i.e., >multiple >> choice, true false, some fill in the blank and a few short answers). >> >> I've created many assessments for basic skills, so have an >understanding >> of >> assessment development. However, I can see that testing intangible >> problem >> solving skills, will require a different approach. (By the way, the >> precise >> training modules have not been developed.) >> >> I am working with the company to identify the proficiencies, but would >> very >> much appreciate samples of how to phrase the questions so that they >will >> >> accurately measure the proficiencies in the above mentioned format. >> >> Does anyone have samples or guidelines I might use? >> >> Thanks for your input. >> >> Julie Baker >> >> >> >> >> > > > > Mariann Fedele Coordinator of Professional Development, Literacy Assistance Center Interim Moderator, NIFL Technology and Literacy Discussion List 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf@lacnyc.org www.lacnyc.org
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