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Computers in Educational Assessment: An Opportunity to Restructure Educational Practice

机译：教育评估中的计算机：重构教育实践的机会

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Potentially the most powerful of transformational possibilities inherent in the idea of computerized educational assessment lies in transforming the relationship of assessment to instruction and to instructional management. Educational measurement has been viewed as an activity separate from instruction. It precedes an educational sequence or follows it, but is left up to the teachers to prepare and use their own measures during an educational sequence. The patterns teachers may look to in making up their own measurement instruments emphasize judging and grading rather than helping and guiding. In its most visible embodiments, centrally prepared other than teacher-prepared, Educational Measurement is viewed with fear and dislike, and is not seen as integral to the processes of learning and teaching. Printed materials that integrate assessment with instruction and can aid in instructional management are possible, and some have been developed, but computer-based systems that integrate instruction, educational measurement, and management offer a major transformational step beyond these. Such systems can transform the roles of educators and their effectiveness. Their roles as decision-makers can be enhanced by supplying them with continuous and up-to-date information to guide their interpretations and decisions. Students can become active problem-solvers, strategists, and producers rather than passive recorders and regurgitators.

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