ABSTRACT
In recent years changes in technology have begun to significantly alter the ways we assess students. Digital technologies have been used both as a solution to many of the challenges of current modes of testing, such as administration (Bennett, 2001; Kingston, 2009) and scoring (Shermis & Burstein, 2003; Wolfe, Matthews, & Vickers, 2010), as well as a means for ushering in a new generation of test administration options (Almond et al., 2010; Dolan & Hall, 2007). However, it is important to keep in mind that “technology” has always been an integral part of testing, even in the most “traditional” forms of testing. Given that direct measurement of latent properties such as knowledge and skill is difficult or impossible, reliance on various technologies has always been a necessity. For example, inferring from a student’s choice of predetermined responses whether they have the knowledge and skills to effectively factor an equation involves the use of technology, as it requires a practical application of specific sciences. Of course, when we speak of “technology” in testing we are generally referring to the use of digital technologies, those that permit dynamic display of information to students, allow or require students to interact with and respond in potentially complex fashions, and enabled the collection of rich data about student interaction and response. While this more narrow definition of technology is distinct from the general term, it is important to recognize that technologies-digital or otherwise-do evolve, and that this evolution has greatly impacted assessment and testing through the past. As so much of our lives globally becomes impacted by the great changes in digital technology-including the ways in which we use digital technologies in learning-it is important to understand their current and potential impact on student assessment and testing.
