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  • Assessment and Technology: Mapping Future Directions in the Early Childhood Classroom

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    Neumann351443Published.pdf (361.3Kb)
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    Version of Record (VoR)
    Author(s)
    Neumann, MM
    Anthony, JL
    Erazo, NA
    Neumann, DL
    Griffith University Author(s)
    Neumann, David L.
    Neumann, Michelle M.
    Year published
    2019
    Metadata
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    Abstract
    The framework and tools used for classroom assessment can have significant impacts on teacher practices and student achievement. Getting assessment right is an important component in creating positive learning experiences and academic success. Recent government reports (e.g., United States, Australia) call for the development of systems that use new technologies to make educational assessment more efficient and useful. The present review discusses factors relevant to assessment in the digital age from the perspectives of assessment for learning (AfL) and assessment of learning (AoL) in the early childhood classroom. Technology ...
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    The framework and tools used for classroom assessment can have significant impacts on teacher practices and student achievement. Getting assessment right is an important component in creating positive learning experiences and academic success. Recent government reports (e.g., United States, Australia) call for the development of systems that use new technologies to make educational assessment more efficient and useful. The present review discusses factors relevant to assessment in the digital age from the perspectives of assessment for learning (AfL) and assessment of learning (AoL) in the early childhood classroom. Technology offers significant avenues to enhance test administration, test scoring, test reporting and interpretation, and link with curriculum to individualize learning. We highlight unique challenges around issues of developmental appropriateness, item development, psychometric validation, and teacher implementation in the use of future assessment systems. However, success will depend upon close collaboration between educators, students, and policy makers in the design, development, and utilization of technology-based assessments.
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    Journal Title
    Frontiers in Education
    Volume
    4
    DOI
    https://doi.org/10.3389/feduc.2019.00116
    Funder(s)
    ARC
    Grant identifier(s)
    DP210101226
    Copyright Statement
    © 2019 Neumann, Anthony, Erazo and Neumann. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
    Subject
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/391371
    Collection
    • Journal articles

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