Equity Issues in High Stakes Computerized Testing.Report as inadecuate

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This paper discusses equity issues that may arise from the widespread use of high stakes computerized testing. The literature relevant to computerized testing is examined from the perspective of equity concerns from within the framework of research and from the perspective of possible uses of computerized testing if equity issues are considered paramount. In the first instance, the question concerns whether the use of computerized testing will maintain or exaggerate inequities in education. In the second section, the question is how the new technology can be used to reduce inequities. The following six topics are considered in examining whether computerized testing will maintain or exaggerate inequities: (1) equivalence; (2) prior experience; (3) setting of computers; (4) long-term attitudes toward computerized testing; (5) expectancies and adaptive testing; and (6) testwiseness and adaptive testing. Issues in the equity advocate approach (the role of computerized testing in reducing inequity) include time factors, guessing and adaptive tests, and the format and style of questions. The history of computer use in schools and testing suggests that inequities will be maintained or exaggerated, but it is possible to use computerized testing to reduce inequities if that is a recognized goal. (Contains 58 references). (SLD)

Descriptors: Access to Education, Adaptive Testing, Computer Assisted Testing, Educational History, Elementary Secondary Education, Equal Education, High Stakes Tests, Test Bias, Test Use, Test Wiseness, Testing Problems, Trend Analysis

Author: Sutton, Rosemary E.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12522&id=ED359195

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