Cyberlearning Workshop on
Technologically Enabled Assessment

February 16-17, 2005

Questions

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1. How might cyberlearning technologies enable us to pose assessment questions that were, in the past, practically impossible to address? What questions are most important, and who (e.g., students, teachers, administrators, employers or policymakers) will benefit from answers to them?
2. What opportunities will new technologies afford for developing innovative assessment methods, especially ones that collect and analyze fine-grained data on Science, Technology, Engineering and Mathematics (STEM) learning and performance? How will these methods integrate education research and practice?
3. What are the prospects for continuous evaluation and assessment in STEM learning? How will this affect our ability to dynamically adapt educational designs and tailor learning experiences to meet the affective, cognitive and social needs of diverse groups of students?
4. What new roles will teachers play in classrooms and learning environments that incorporate technology-enabled assessments, and what tools will they need to play them effectively?
5. What are the risks as well as benefits of new technology-enabled assessments? For example, what are the potential dangers of establishing and sharing persistent portfolios of students' learning and performance? What are the current constraints (policy, cultural, technological and legal) on introducing invasive automatic assessment into learning environments? What new policies and tools can mitigate the risks?
6. What other experts, references, and organizations, should NSF consult as we develop a research plan for the next 5 years -- and beyond?

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