Title: Towards a Research Agenda on Computer-Based Assessment - Challenges and Needs for European Educational Measurement
Editors: SCHEUERMANN FRIEDRICH
MARTINHO GUIMARAES PIRES PEREIRA ANGELA
Publisher: OPOCE
Publication Year: 2008
JRC Publication N°: JRC44526
ISSN: 1018-5593
Other Identifiers: EUR 23306 EN
URI: http://publications.jrc.ec.europa.eu/repository/handle/JRC44526
Type: EUR - Scientific and Technical Research Reports
Abstract: In 2006 the European Parliament and the Council of Europe have passed recommendations on key competences for lifelong learning and the use of a common reference tool to observe and promote progress in terms of the achievement of goals formulated in ¿Lisbon strategy¿ in March 2000 (revised in 2006, see http://ec.europa.eu/growthandjobs/) and its follow-up declarations. For those areas which are not already covered by existing measurements (foreign languages and learning-to-learn skills), indicators for the identification of such skills are now needed, as well as effective instruments for carrying out large-scale assessments in Europe. In this context it is hoped that electronic testing could improve the effectiveness of the needed assessments, i.e. to improve identification of skills, by reducing costs of the whole operation (financial efforts, human resources etc.). The European Commission is asked to assist Member States to define the organisational and resource implications for them of the construction and administration of tests, including looking into the possibility of adopting e-testing as the means to administer the tests. In addition to traditional testing approaches carried out in a paper-pencil mode, there are a variety of aspects needed to be taken into account when computer-based testing is deployed, such as software quality, secure delivery, if Internet-based: reliable network capacities, support, maintenance, software costs for development and test delivery, including licences. Future European surveys are going to introduce new ways of assessing student achievements. Tests can be calibrated to the specific competence level of each student and become more stimulating, going much further than it can be achieved with traditional multiple choice questions. Simulations provide better means of contextualising skills to real life situations and providing a more complete picture of the actual competence to be assessed. However, a variety of challenges require more research into the barriers posed by the use of technologies, e.g. in terms of computer, performance and security. The ¿Quality of Scientific Information¿ Action (QSI) and the Centre for Research on Lifelong Learning (CRELL) are carrying out a research project on quality criteria of Open Source skills assessment tools. 2 workshops were carried out in previous years bringing together European key experts from assessment research and practice in order to identify and discuss quality criteria relevant for carrying out large-scale assessments at a European level. This report reflects the contributions made on experiences and key challenges for European skills assessment.
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