Ockey provides several arguments why CBT has failed to realize its anticipated potential. Ockey discusses Computer Adaptive Testing (CAT) system which is designed to deliver questions that are optimally efficient for assessing the ability of each individual test taker. CAT is programmed to deliver questions based on a test taker’s previous response. However, Ockey argues the controversy over an appropriate scoring algorithm has limited the use of CAT. Additionally, there is still no agreement on CAT algorithm. Ockey also raises the issue of item banking to maintain test security. It is esential to bank a sufficient number of test questions to maintain test security because test stakes are high. This is necessary to avoid individuals memorizing test questions and sharing the information with future test takers. Those test takers have an unfair advantage because they will likely encounter the same questions due to the finite number of questions. I agree this situation invalidates the meaning of the test scores. According to Ockey, the cost and effort of developing large enough item banks to avoid breaches of test security is a major challenge. However, this challenge should be met because CBT is the norm for high stakes testing. Another issue is test taker identity. I agree that high stakes tests should only be taken at a testing center where test taker identity can be scrutinized. Otherwise, individuals could possibly earn a living as a professional test taker.
Cummins & Davesne offer electronic portfolios (EP) as an alternative to CBT. I agree with the premise that portfolios reflect a student’s progress over time. I have used student portfolios in addition to other standard tests in an effort to triangulate assessment. I have experience with EPs as a graduate student, but not as a teacher. I am interested in the language dossier which allows learners to provide samples of L2 written and oral work using some of the tools we have used in our CALL class such as audio and video files. The language dossier is an alternative assessment to formal testing without the pressure of the testing situation. Students can work on group projects which require integration of listening and speaking skills. I believe this is a creative and authentic method of assessment and I look forward to the opportunity to implement EPs in the classroom.
Patti, I like your response to the Cummins article and the way you would apply EPs in the ESL classroom. You provide a very practical explanation for a CALL framework that integrates learning and assessment...thanks!
ReplyDeletePatti, your comments about Ockey’s article are similar to mine. His points are valid and it seems CBT, and in turn CAT, needs some sort of standardized guidelines to further its potential and acceptance in the field of education. His article highlights once again that although technology use in the classroom offers tremendous advantages in teaching/learning, it also brings challenges that are currently impeding its full potential. I agree also with the concept of EPs. Did your students’ portfolios give you a more comprehensive view of their progress and achievement? I also found the dossier section relatable to some of our CALL tools we’ve used to create our blogs. EPs do offer a more creative method to assess students’ performance. And they can complement the more traditional assessment methods. These two articles have given us different views and approaches in the area of assessments. Both are informative, yet give me pause in regards to their challenges. More research/experimentation is necessary as it is inevitable we are going to progress more along the technology in the classroom continuum.
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