Technologies in large-scale assessments: New directions, challenges, and opportunities
The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research, Page: 25-45
2013
- 29Citations
- 37Captures
Metric Options: CountsSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Book Chapter Description
The goals for schools today, in addition to student mastery in core subjects, include assisting students in becoming critical thinkers, problem solvers, good communicators and good collaborators, as well as information-and technology-literate, flexible and adaptable, innovative and creative, globally competent and financially literate. Information and Communication Technologies (ICT) have the potential to enhance assessment of these skills. This chapter addresses the computerized revolution of large-scale assessment and whether it will be merely a technological leap forward, or serve as a catalyst for a more profound pedagogical change in the way instruction and assessment will be conducted in the next era. It also looks into computerized large-scale assessment in relation to fostering the integration of 21st-century competencies and expertise into all content areas, as well as its role in facilitating the creation of new methodologies for a better use of technology in the service of learning.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=84936847506&origin=inward; http://dx.doi.org/10.1007/978-94-007-4629-9_3; http://link.springer.com/10.1007/978-94-007-4629-9_3; http://link.springer.com/content/pdf/10.1007/978-94-007-4629-9_3.pdf; http://www.springerlink.com/index/10.1007/978-94-007-4629-9_3; http://www.springerlink.com/index/pdf/10.1007/978-94-007-4629-9_3; https://dx.doi.org/10.1007/978-94-007-4629-9_3; https://link.springer.com/chapter/10.1007/978-94-007-4629-9_3
Springer Science and Business Media LLC
Provide Feedback
Have ideas for a new metric? Would you like to see something else here?Let us know