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ERIC Number: ED659928
Record Type: Non-Journal
Publication Date: 2019-Oct
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Assessment and Technology: Mapping Future Directions in the Early Childhood Classroom
Grantee Submission, Frontiers in Education v4 Article 116 2019
The framework and tools used for classroom assessment can have significant impacts on teacher practices and student achievement. Getting assessment right is an important component in creating positive learning experiences and academic success. Recent government reports (e.g., United States, Australia) call for the development of systems that use new technologies to make educational assessment more efficient and useful. The present review discusses factors relevant to assessment in the digital age from the perspectives of assessment for learning (AfL) and assessment of learning (AoL) in the early childhood classroom. Technology offers significant avenues to enhance test administration, test scoring, test reporting and interpretation, and link with curriculum to individualize learning. We highlight unique challenges around issues of developmental appropriateness, item development, psychometric validation, and teacher implementation in the use of future assessment systems. However, success will depend upon close collaboration between educators, students, and policy makers in the design, development, and utilization of technology-based assessments.
Publication Type: Journal Articles; Information Analyses
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A170638
Author Affiliations: N/A