Page 16 - İstanbul Ölçme Değerlendirme Dergisi

The reasons for this shift in assessment modes are mul- four in Mullis, Martin and von Davier, 2021).
tiple. On one hand, assessment practices follow educa-
tional practices. If students are taught in a digital envi- Education making increasing use of computers is a nec-
ronment, they should also be assessed in the same way. essary development that offers many opportunities. Of
It also allows for assessing skills that were difficult to course, this development needs to be monitored and
assess in a paper and pencil assessment (see TIMSS supported–for example by teacher training. It also bears
PSIs). Lastly, it also offers the collection of more informa- some risks–for example increasing the gap between
tion on how students are responding to the assessment, higher and lower achieving students. Computers and
for example the time on a task or if students answer the software cannot substitute teachers but can be helpful
test in a linear path (Question 1 2 3 …) or if they go tools.
back at the end to check their responses. All of this is
captured in the log files of eAssessments (see Hastedt Also increasingly using computers in assessment is a
and Sibberns, 2022). necessary consequence that offers also additional op-
With respect to measurement, computer-based assess- portunities like better assessing certain skills and col-
ments have some advantages, like detecting non-en- lecting auxiliary information on students responding to a
gaged students who then can be taken out of item cal- test…and probably more options that we are yet even
ibrations and assessments being better targeted to the aware off today.
students’ abilities–not only improving the measurement
but also reducing the frustration of students who might
receive a test that is much too hard for them (see chapter

ıstanbul

.

References

Hastedt and Sibberns (2022): https://link.springer.com/referenceworkentry/10.1007/978-3-030-38298-8 24-1
Mullis, I. V. S., Martin, M. O. (Eds.). (2017). TIMSS 2019 assessment frameworks. Chestnut Hill, MA: Boston College,
TIMSS & PIRLS International Study Center. Retrieved from http://timssandpirls.bc.edu/timss2019/frameworks/.
Mullis, I.V.S, Martin, M.O., von Davier, M. (Eds.). (2021). TIMSS 2023 Assessment Frameworks. Retrieved from Bos-
ton College, TIMSS & PIRLS International Study Center website: https://timssandpirls.bc.edu/timss2023
Striethold et al (2021), Changes in Digital Learning During a Pandemic—Findings From the ICILS Teacher Panel, IEA

.
Istanbul
ÖLÇME
16 ( .
DEGERLENDIRME