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In this chapter, we have attempted to provide one vision of the future of assessment In doing so, we have used the material in the other chapters in this
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volume as a basis for hypothesizing the evolution of measurement and the application of technology to address the desires of test users We have also provided examples of some of the innovations in measurement today and attempted to show how those innovations can be indicators that the future we envision is realistic Our vision of the future is very different from the profession we have today It suggests that virtually every aspect of testing will change and that testing itself will become more seamlessly integrated into work and educational processes Advances in psychometrics, integration of expertise from a variety of elds, and the deployment of sophisticated technological solutions will drive these changes Our vision is undoubtedly awed, as are all predictions of the future However, the work being done today has the potential to lead to dramatic developments in assessment Millions of high stake tests are being administered on computer around the globe Internet testing is growing and is on the verge of challenging the current limited use brick and mortar test centers New item formats are being developed and implemented Fascinating research is underway to mine the new kinds of data that are being collected from these tasks A wide range of professions is contributing to these new types of assessment The work reported in this volume is a compelling indication of the speed at which our eld is changing The future that we achieve may be quite different from the one we envision However, it is undeniable that assessments of the future will be richer, more complex, and more targeted than those of today That these assessments will utilize technology extensively in all aspects of the endeavor is also undeniable The assessments of the future will be more aligned with client desires, have better delity with emerging cognitive understanding, and provide an even better service than the assessments we know today
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REFERENCES
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American Educational Research Association (AERA), American Psychological Association (APA), & National Council on Measurement in Education (NCME) (1999) Standards for educational and psychological testing Washington, DC: American Educational Research Association American Institute of Certi ed Public Accountants (AICPA) (2002) Structure, length, and examination content speci cations for theUniform CPA Examination Jersey City, NJ: AICPA Bennett, R E (1999) Using new technology to improve assessment Educational Measurement: Issues and Practice, 18(3):5 12 Breithaupt, K, Ariel, A, & Veldkamp, B (2004, April) Balancing item exposure and optimality in automated assembly for multi-stage testing (AICPA Technical Report, Series II, 2) Jersey City, NJ: AICPA Breithaupt, K, & Hare, D (2004, February) Automated simultaneous assembly of multi-stage testlets for the Uniform CPA Examination Invited paper presented at the ATP Conference, Palm Springs, CA Brittingham, P, et al (2000) The mathematics test creation assistant: A tool for automated item generation Retrieved http://wwwncmeorg/about/awards/bennetthtml, 11th August 2004 Drasgow, F, & Olson-Buchanan, J B (1999) Innovations in computerized assessment Mahwah, NJ: Erlbaum
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COMPUTER-BASED TESTING AND THE INTERNET
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Embretson, S E (1999) Generating items during testing: Psychometric issues and models Psychometrika, 64:407 433 Glass, G V (1978) Standards and criteria Journal of Educational Measurement, 15:237 262 Hambleton, R K, & Pitoniak, M J (2002) Setting passing scores on the CBT version of the Uniform CPA Examination: Comparison of several promising methods (AICPA Technical Report, Series II, 7) Jersey City, NJ: AICPA Hulin, C L, Drasgow, F, & Parsons, C K (1983) Item response theory: Applications to psychological measurement Homewood, IL: Dow Jones Irwin International Test Commission (2000) International guidelines for test use Retrieved http://wwwintestcomorg, 11th August 2004 Irvine, S H, & Kyllonen, P C (Eds) (2002) Item generation for test development Mahwah, NJ: Erlbaum Keller, L (2002) Using collateral information for IRT parameter estimation Paper presented at the International Conference on Computer-Based Testing and the Internet, Winchester, UK Luecht, R M (2003) Calibration and scoring the computerized Uniform CPA Examination (AICPA Technical Report, Series II, 14) Jersey City, NJ: AICPA Luecht, R, Brum eld, T, & Breithaupt, K (2002) A testlet assembly design for the Uniform CPA Examination (AICPA Technical Report, Series II, 12) Jersey City, NJ: AICPA Luecht, R M, & Nungester, R J (1998) Some practical applications of computerized adaptive sequential testing Journal of Educational Measurement, 35:229 249 Mager, R F (1962) Preparing instructional objectives Palo Alto, CA: Fearon Martinez, M E, & Bennett, R E (1992) A review of automatically scorable constructedresponse item types for large-scale assessment Applied Measurement in Education, 5:151 169 Messick, S (1989) Validity In R Linn (Ed), Educational measurement (3rd ed; pp 13 103) Washington, DC: American Council on Education Mislevy, R J, Steinberg, L S, & Almond, R G, (1999) On the roles of task model variables in assessment design (CRESST Technical Report) Los Angeles, CA: UCLA, CRESST Retrieved wwwcseuclaedu/CRESST/Reports/TECH500pdf, 8 November 2004 Mislevy, R J, Steinberg, L S, Russell, R G, Breyer, F J, & Johnson, L (2001, March) Making sense of data from complex assessments (CRESST Technical Report) Los Angeles, CA: UCLA, CRESST National Council on Educational Measurement (1991) Standard-setting [Special Issue] Educational Measurement: Issues and Practice, 10(2) Performance Testing Council (2004) Best practices Retrieved http://wwwperformancetest org/bestpracticeshtml, 11 August 2004 Popham, W J (1973) Evaluating instruction Englewood Cliffs, NJ: Prentice-Hall Shermis, M D, & Burstein, J (Eds) (2003) Automated essay scoring: A cross disciplinary perspective Mahwah, NJ: Erlbaum Taylor, C, Kirsch, I, Eignor, D, & Jamieson, J (1999) Examining the relationship between computer familiarity and performance on computer-based language tasks Language Learning, 49:219 274 Tekian, A, McGuire, C, & McGaghie, C (Eds) (1999) Innovative simulations for assessing professional competence Chicago, IL: Department of Medical Education, University of Illinois at Chicago van der Linden, W J, & Glas, C A W (2000) Computerized adaptive testing; Theory and practice Boston, MA: Kluwer van der Linden, W J, & Mead, A D (2004, April) Optimal calibration design for multistage adaptive testing Paper presented at the meeting of the National Council on Measurement in Education, San Diego, CA Wainer, H (1993) Some practical considerations when converting a linearly administered test to an adaptive format Educational Measurement: Issues and Practice, 12:15 20
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