Any teacher or parent can tell you that many students are bored in school. But many of them tend to assume that boredom is not a problem with the best students, and that if students tried harder or learned better they wouldn't be bored. In the 1980s and 1990s, education researchers increasingly realized that when students are bored and unengaged, they are less likely to learn (Blumenfeld et al., 1991). Studies of student experience found that almost all students are bored in school, even the ones who score well on standardized tests (Csikszentmihalyi, Rathunde, & Whalen, 1993). By about 1990, it became obvious to education researchers that the problem wasn't the fault of the students; there was something wrong with the structure of schooling. If we could find a way to engage students in their learning, to restructure the classroom so that students would be motivated to learn, that would be a dramatic change. Also by about 1990, new assessments of college students had shown that the knowledge they acquired in high school remained at a superficial level. Even the best-scoring students, those at the top colleges, often had not acquired a deeper conceptual understanding of material – whether in science, literature, or math (Gardner, 1991). Educators still face these critical problems today.

Project-based learning

Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS) These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12 Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students

Developing Assessments for the Next Generation Science Standards.

In this paper, we review computer-based assessment for learning (CBAfL), in elementary and secondary education, as a viable way to merge instruction and assessment of students' developing proficiencies. We begin by contextualizing our topic relative to summative and formative assessment before presenting the current literature, which we categorized into the following: (a) supplementary use in classrooms, (b) web-based, and (c) data-driven, continuous CBAfL. Examples of research studies per category are provided. Findings show that using CBAfL in the classroom, via the Internet, or embedded in a game, generally enhances learning and other outcomes across a range of content areas (e.g. biology, math, and programming). One conclusion is that feedback, to be most beneficial to learning, should not be overly complex and must be used to be effective. Findings also showed that the quality of the assessment (i.e. validity, reliability, and efficiency) is unimpaired by the inclusion of feedback. The possibilities created by advances in the learning sciences, measurement, and technology have paved the way toward new assessment approaches that will support personalized learning and that can accurately measure and support complex competencies. The next steps involve evaluating the new assessments regarding their psychometric properties and support of learning.

Lay Description
What is currently known about computer-based assessment for learning (CBAfL)? 

Early CBAfL systems were divided into linear and branching programs with no diagnostics and evolved into systems possessing more personalized/adaptive remediation with AI.
Current CBAfL can support a range of competencies in various digital environments.
Advanced learning analytic methods include learning analytics and stealth assessment.


What our paper adds to what is already known about CBA for learning? 

Trends in our review suggest CBAs will improve in personalizing learning in a variety of contexts.
Innovative CBAfL techniques will move beyond the laboratory and into the mainstream.
Boundaries between instruction, learning and assessment will eventually become blurred, thus removing the need for high-stake tests of learning.


What are the implications of our topic for practitioners? 

With CBAfL advances, teachers will have more time to provide targeted support to learners.
Students would not need to worry about taking exams if CBAfL is continuous and formative.
Educators will be able to provide personalized learning experiences for diverse students.
Students will be equipped with the knowledge and skills needed to succeed in the 21st century.

https://par.nsf.gov/servlets/purl/10054114

Review of computer-based assessment for learning in elementary and secondary education

https://journals.copmadrid.org/psed/archivos/ed2014v20n2a4.pdf

Cognitively Diagnostic Assessments and the Cognitive Diagnosis Model Framework

The prospect of “big data” at once evokes optimistic views of an information-rich future and concerns about surveillance that adversely impacts our personal and private lives. This overview article...

/pdf/big-data-comes-to-school-implications-for-learning-45ujgyksg2.pdf

Big Data Comes to School: Implications for Learning, Assessment, and Research

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Marcel Urner

Papers

Knowing What Students Know The Science And Design Of Educational Assessment