Online Formative Assessment Survey (OFAS)

Online Pre-Test

James H. McMillan(2013).SAGE Handbook of Research on Classroom Assessment.

Online Formative Assessment Survey (OFAS)

instrument that measures teachers’ use of the technology-based formative assessment software Diagnostic Online Reading Assessment (DORA) (Karpinski, 2011).

​

asked teachers to report the frequency with which they engage in a variety of online formative assessment practices: scale:

• never (i.e., zero times a quarter/semester),
• rarely (i.e., one time a quarter/semester),
• sometimes (i.e., two to three times a quarter/semester),
• and almost always (i.e., four or more times a quarter/semester).

​

Online Formative Assessment Survey (OFAS)

Diagnostic Online Reading Assessment (DORA) (Karpinski, 2011)

• to inform instruction and provide feedback,
• communicating results,
• using grade-level equivalency results,
• and interpreting DORA results.

​

Online Formative Assessment Survey (OFAS)

Diagnostic Online Reading Assessment (DORA) (Karpinski, 2011)

to create a preliminary survey.

A 50-item and a 10-item survey were created after item analysis

and Rash scaling of the initials survey.

Coefficient alpha for the 50-items was reported at 0.95

and at 0.81 for the 10-item survey.

Neither the 50-item nor the 10-item survey,

however, was statistically significant,

positive predictors of student achievement (Karpinski, 2010).

​

James H. McMillan(2013).SAGE Handbook of Research on Classroom Assessment

Oregon Online Assessment Program

Abstract

Special education teachers and other educators teach

in inclusive classrooms

have a renewed interest in the assessment

and achievement of students with disabilities in the content areas.

e.g. researchers and practitioners implement

online assessments to assess literacy,

mathematics, science, and social studies,

and to document student achievement and progress.

​

https://search.proquest.com/central/docview/228532595/AF09D251F8143E6PQ/3?accountid=147155#center

Oregon Online Assessment Program

Abstract

​

Oregon = started an online assessment program in reading

and mathematics for students in elementary and secondary schools

purported to reduce the printing of test booklets

and answer sheets, and in the long run, cost.

​

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Oregon Online Assessment Program

Setting the Stage

Computer use in schools is at an all-time high (Cuban, 2001).

The ratio of students to computers has never been lower nor has the accessibility to the Internet ever been higher in American schools (Lafee, 2001; Parsad, Jones, &. Greene, 2005). Simultaneously, a focus on student achievement, assessment, and accountability is at an all-time high in education in general.

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Oregon Online Assessment Program

Setting the Stage

These issues represent a new focal point in special education (see Branstad, Acosta, Bartlett, Berdine, Butterfield, Chambers, et al., 2002).

Federal policy stipulates that all students, including those with special needs, be assessed annually in grades 3-8 in reading and mathematics (IDEA 1997, 2004; NCLB, 2001), and soon science.

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Oregon Online Assessment Program

Setting the Stage

Two current trends (increased access to technology and increased focus on assessment)...

What role can computers, the Internet, and other forms of electronic technology play in the assessment of all students in the content areas?

​

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Oregon Online Assessment Program

Setting the Stage

The role of computers, the Internet, and other ubiquitous computing devices in the assessment of all students continue to evolve.

e.g. researchers and practitioners implement online assessments

to assess literacy, mathematics, science,

and social studies,

and to document student achievement and progress.

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Oregon Online Assessment Program

Setting the Stage

In fact, a few states have begun to administer their general large-scale state assessments to students in an online medium (see Galley, 2001).

Oregon has started an online assessment program in reading and mathematics for students in elementary and secondary schools that is purported to reduce the printing of test booklets and answer sheets, and in the long run, cost.

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Oregon Online Assessment Program

​

Similarly, South Dakota established an online assessment project in reading and mathematics that will be used to test students in specific grades per state law.

​

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Oregon Online Assessment Program

Massachusetts and Kentucky have applied online assessments

for purposes other than general large-scale state assessments.

They provide online assessments and tests as practice and review for students to assist them in receiving feedback and evaluating their own progress in content areas, thereby enabling students to request additional assistance if needed, or to improve skills before exiting school (Christie, 2002).

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Oregon Online Assessment Program

• Explore the use of online assessments in the content areas.
• Discuss options for practitioners in utilizing online assessments,
• the advantages of using them for all students,
• and the particular benefits online assessment may hold for students with disabilities.

​

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Oregon Online Assessment Program

Brief Review of Assessment

• Teachers relied on assessments

to evaluate student progress in content-area subjects

• Demonstrate student mastery of state standards in mathematics, literacy, science, and social studies (see Killion, 2005).

​

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Oregon Online Assessment Program

Brief Review of Assessment

• Large-scale student assessment (i.e., No Child Left Behind)
• Teacher assessment to capture student knowledge

and progress occurs more frequently, such as after a chapter, concept, or presentation of materials.

​

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Oregon Online Assessment Program

Brief Review of Assessment

Frequent and prompt feedback to students about assessment results have been recognized as factors positively related to student achievement and positive student attitude (Cotton, 1988; Quenemoen, Thurlow, Moen, Thompson, &. Morse, 2004).

​

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Oregon Online Assessment Program

Brief Review of Assessment

• Providing systematic and frequent monitoring of student progress is curriculum-based measurement (CBM).
• CBM is a form of assessment that tracks or monitors student progress in a content area (Fuchs & Fuchs, 2003).
• With CBM, teachers assess students' skills within a specific time frame and provide data about student progress in a particular content area.

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Oregon Online Assessment Program

Brief Review of Assessment

• CBM started as an assessment tool for oral reading (see Deno, 2005), it has moved into other subject-area domains, such as mathematics (e.g., Calhoon & Fuchs, 2003), social studies (e.g., Espin, Shin, &. Busch, 2005), and science.
• CBM is based on assessing student performance on a regular basis; thus, the ease and speed of online assessments can assist teachers in using and tracking student progress.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Online assessments have become a viable tool for providing the type of frequent and dynamic assessment information that educators need to guide instructional decisions. Multiple online assessment options exist for practitioners who are interested in utilizing this medium with students, such as online quizzes and online survey tools. These types of assessments can be found both for free and for purchase.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Online quizzes and online surveys are slightly different.

• An online quiz represents a set of questions that can take a variety of forms and serve numerous purposes,
• An online survey is a questionnaire on the web in which questions can be presented in multiple formats.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Online quizzes were developed specifically for assessing students' knowledge about instructional content, whereas online surveys were developed for business or research purposes. However, online surveys can be easily adapted for student assessment.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Online quizzes. Examples of online (i.e., created and administered online) quiz websites available on the Internet include:

• Quia (http://www.quia.com/)
• QuizStar (http://quizstar.4teachers.org/)
• Quiz-Center (http://school.discovery.com/quizcenter/quizcenter.html)
• Quiz Lab (http://www.quizlab.com/).

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Online quiz programs

• range of construction options from teacher-created quizzes to pre-designed quizzes for specific content areas
• free trial;
• some are free to K-12 educators, after registration

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Online quiz programs

• educators can create, select, and administer online quizzes students can take them from any computer that has Internet access.
• allow educators to not only create an online assessment for student evaluation, but to input the answer key as well.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Online quiz programs

• allow immediate feedback to students, either with or without correct answers provided.
• Teachers can receive quick results of their evaluation at the class and individual levels, such as calculating the percentage of students who answer correctly.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Online quiz programs

• feedback provided to students on the selected response questions,
• or even open-ended response questions,
• educators determine the exactness of students' responses.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Online quiz programs

• teachers can select for the online program to grade
• or for the instructor to grade.
• the teachers can encode specific answers which will be accepted by inputting the options...

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Online survey programs

• offer another medium for teachers to create and administer online assessments.
• offer options for teachers to use for free
• have a free trial period, or are available for purchase.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Online survey programs available on the Internet include:

• Survey Monkey (http://www.surveymonkey.com/)
• Zoomerang (http://www.zoomerang.com/)
• SuperSurvey (http://www.supersurvey.com/)
• Object Planet (http://www.objectplanet.com/opinio/).

​

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Features of these online survey tools include:

• teachers' ability to select question types (e.g., multiple choice, open-response)
• to upload support material, such as video and images
• can calculate the percentages of students who answered questions correctly, allowing teachers to get a sense of class data as a whole, while also allowing educators to look at individual student responses to the assessment.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

While online surveys are very similar to online quizzes, they do not offer shared content area assessments from which teachers can select, nor do they allow teachers to enter responses for the online program to correct; thus, they are not as well suited for providing immediate feedback to students and teachers. Furthermore, online surveys are not as conducive to particular content areas. For example, they do not support mathematical notation. However, online survey tools can be linked from other websites if teachers utilize online activities in the content areas (i.e., WebQuests).

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Online assessments advantages

• Teachers can reduce the time spent analyzing student performance on assessments.
• Responses can be evaluated quicker, as teachers have already entered the answer key, and scores may be returned to students in a more timely fashion.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Setting up an online quiz or survey:

• may take more time than administering a traditional assessment
• the reduction in grading time can be a huge advantage
• the reduced time between administration and scoring of assessments can increase the likelihood of assessment results being used to make instructional decisions (see Barlow & Wetherill, 2005).

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Setting up an online quiz or survey:

In theory, a teacher could have students complete an online assessment one day and use it to guide instruction the next day, or even the very same day, as results can be retimed immediately

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Setting up an online quiz or survey:

• Teachers can also choose to view results on individual students or to look at a class as a whole.
• Online assessments, particularly using online survey tools, are flexible, allowing teachers to assess students using a variety of formats that include multiple-choice, true/false, fill-in-the-blank, short-answers, and even essays, and all be done all within one assessment.

​

Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Opportunity:

• provide teachers for evaluation,
• allow teachers to capture snapshots of students' interests as well as skills (see Pappas & Pearson, 1999).

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Opportunity:

• quickly gather information about students
• provide teachers an opportunity to plan classroom instruction on topics that generate student interest, and likely impact motivation.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Opportunity:

While these goals might be accomplished via paper-and-pencil assessments, utilizing the online options speeds up the process and automatically calculates frequency distributions and measures of central tendency data.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

• To motivate for students with and without disabilities is a promising attribute.
• Previous research has illustrated the motivational nature that computers can have in the education of students (see Daniels, 2004; Thomas, 1989).

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

The Individuals taking online assessments have reported positive feelings towards this medium, noting the immediate feedback about responses and results as motivating (Özden, Erturk, & Sanli, 2004).

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

• Students of various ages have reported that they enjoy completing assessments online (see Stock, Davies, & Wehmeyer, 2004), and for students with disabilities researchers have indicated that use of online assessments may go beyond enjoyment to empowerment.
• Research has also shown that students' motivation to use technology does not appear to diminish over time (Salvberg, 2003); thus, teachers could continue to use online assessments as a way to evaluate students without concern that students' motivation will wane over time.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Online assessments provide students with multiple options for location of assessment, in that students can essentially take an online assessment from anywhere - home, the library, the special education resource room, or any place that has a computer and the Internet.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Finally, online assessments given in K-12 school situations can prepare students for secondary and post secondary education and other types of assessments, which are increasingly moving towards an online format, evidenced by the development of virtual high schools, universities offering online classes complete with online assessments, and an online version of the Graduate Record Examination (see Carr & Young, 1999; GRE, n.d.).

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Benefits of Online Assessment for Students With Disabilities

Beyond the benefits for all students of online assessments in content areas, they also possess features especially well suited to addressing the educational challenges that are often specific to students with disabilities.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

Benefits of Online Assessment for Students With Disabilities

The flexibility of online assessments not only pertains to the different question mediums (i.e. multiple-choice, true/false, fill-in-the-blank, short-answer, and essay), but also to specific technology features, such as text-to-speech. And these features, such as having the test "read" to students, can be incorporated into the classroom without requiring additional teacher time, provided these features are on classroom computers.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

One other future direction for increasing the use of online assessments in K-12 schools is to provide all students with the opportunity to learn technology skills that will make them successful at taking online assessments. Such instruction includes training and practice not only with computers and the Internet, but also with assistive technology devices, such as text-to-speech software and/or screen readers.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

While online assessments hold many promises for students with disabilities as well as their teachers, these students need the skills to successfully complete online assessments before they become a valid and reliable evaluation tool.

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Post Test

Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

RESOURCES

Abell, M., Bauder, D., & Simmons, T. (2004). Universally designed online assessment: Implications for the future. Information Technology and Disabilities, 10(1). Retrieved March 19, 2006, from http://www.rit.edu/~easi/itd/ itdv10nl/abell.htm.

Barlow, C. L, & Wetherill, K. S. (2005). Technology + imagination = results. T.H.E. Journal, 33, 20-22, 24, 26. Retrieved January 20, 2005, from http://www.thejournal.com.

Branstad, T., Acosta, A., Bartlett, S., Berdine, W, Butterfield, R, Chambers, J., et al. (2002). A new era: Revitalizing special education for children and their famtiies. Washington, DC: Department of Education.

Calhoon, M. B., & Fuchs, L. S. (2003). The effects of peer assisted learning strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. Remedial and Special Education, 24, 235-245.

Carr, S., & Young, J. R. (1999). As distance-learning boom spreads, colleges help set up virtual high school. Chronicle of Higher Education, 46(9), A55-A58. Christie, K. (2002). Online assessment: Moving beyond "Gotcha." Phi Delta Kappan, 83, 426, 483-484.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

RESOURCES

Cotton, K. (1988). Monitoring student learning in the classroom. Close-Up #4. Northwest Regional Educational Laboratories. Retrieved February 16, 2006, from http://www.nwrel.org/ scpd/sirs/2/cu4. html.

Cuban, L. (2001). Oversold and underused. Cambridge, MA: Harvard University Press.

Daniels, A. (2004). Composition instruction: Using technology to motivate students to write. Information Technology in Childhood Education, 1, 157-174.

Deno, S. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37, 184-192.

Deubel, P. (2006). Game On! T.H.E. Journal. Retrieved January 22, 2006, from http://www.thejournal.eom/articles/17788.

Dolan, R. P., & Hall, T. E. (2001). Universal design for learning: Implications for large scale assessment. IDA Perspectives, 27(4), 22-25.

Espin, C., Shin, J., & Busch, T. W. (2005). Curriculum-based measurement in the content areas: Vocabulary matching as an indicator of progress in social studies learning. Journal of Learning Disabilities, 38, 353-363.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

RESOURCES

Fuchs, L, & Fuchs, D. (2003). Curriculum-based measurement: A best practice guide. NASP Communiqué, 32(2). Retrieved January 18, 2006, from http://www.nasponline.org/ publications/cq322cbminsert.html.

Galley, M. (2001). South Dakota aims to put online assessment to the test. Education Week, 20, 21.

Graduate Record Examination (n.d.). ETS.org. Retrieved January 22, 2006, from http://www.ets.org/portal/site/ets/menuitem. 435c0b5cc7bd0ae7015d9510c3921509/?vgnextoid=b195e3 b5f64f4010VgnVCM10000022f95190RCRD.

Hecker, L., Burns, L., Elkind, J., Elkind, K., & Katz, L. (2002). Benefits of assistive reading software for students with attention disorders. Annals of Dyslexia, 52, 243-272.

IDEA (1997). Individuals with Disabilities Education Act, 20 U.S.C. § 1400 to 1491.

IDEA (2004). Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400 to 1482.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

RESOURCES

Killion, J. (2005). Improving classroom assessment. Principal Leadership, 6, 51-52.

Kovaleski, J., & Prasse, D. P. (2004). Response to instruction in the identification of learning disabilities: A guide for school teams. NASP Communiqué, 32(5). Retrieved January 18, 2006, from http://www.nasponline.org/publications/cq325instruction.html.

LaFee, S. (2001). Online education may be the catalyst for fundamental reform in the view of futurists. The School Administrator. Retrieved January 21, 2006, from http://www.aasa.org/publications/saarticledetail.cfm?ItemN umber=3296.

Martson, D. (2005). Tiers of intervention in responsiveness to intervention: Prevention outcomes and learning disabilities identification patterns. Journal of Learning Disabilities, 38, 539-544.

NCLB (2002). No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425.

Object Planet, (n.d.). Retrieved January 22, 2006, from http://www.objectplanet.com/opinio/.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

RESOURCES

Özden, M. Y, Erturk, I., & Sanli, R. (2004). Students' perception of online assessment: A case study. Journal of Distance Education, 19, 77-93.

Pappas, P., & Pearson, J. (1999). Taking a skills SNAPSHOT Employing online self-assessments. Multimedia Schools, 6(3), 16-19.

Parsad, B., Jones, J., & Greene, B. (2005). Internet access in U.S. public schools and classrooms: 1994-2003. Washington, DC: U.S. Department of Education, National Center for Educational Statistics.

Quenemoen, R., Thurlow, M., Moen, R., Thompson, S., & Morse, A. B. (2004). Progress monitoring in an inclusive standards-based assessment and accountability system (Synthesis Report 53). Minneapolis: University of Minnesota, National Center on Educational Outcomes.

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Oregon Online Assessment Program

The New Kid on the Block: Online Assessment

RESOURCES

Quia. (n.d.). Retrieved January 22, 2006, from http://www.quia.com/.

QuizStar. (n.d.). Retrieved January 22, 2006, from http://quizstar.4teachers.org/.

Quiz Center (n.d.). Discovery Education. Retrieved January 22, 2006, from http://school.discovery.com/quizcenter/ quizcenter.html.

Quiz Lab. (n.d.). Retrieved January 22, 2006, from http://www.quizlab.com/.

Roberts, D. E, Foehr, U. G., & Rideout, V (2005). Generation M: Media in the lives of 8-18 year-olds. Menlo Park, CA: The Henry J. Kaiser Family Foundation.

Sølvberg, A. M. (2003). Computer-related control beliefs and motivation: A panel study. Journal of Research on Technology in Education, 35, 473-487.

Stock, S. E., Davies, D. K., & Wehmeyer, M. L. (2004). Internetbased multimedia tests and surveys for individuals with intellectual disabilities. Journal of Special Education Technology, 19(4), 43-47.

SuperSurvey. (n.d.). Retrieved January 22, 2006, from http://www.supersurvey.com/.

Survey Monkey, (n.d.). Retrieved January 22, 2006, from http://www.surveymonkey.com/.

Thomas, D. (1989). The "I Can Write" project. Computers in the Schools, 6, 133-140.

Zoomerang. (n.d.). Retrieved January 22, 2006, from http://www.zoomerang.com/.

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