Untying the educational evaluator’s hands: a preliminary tele-assessment framework

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-09-22 DOI:10.1080/1045988X.2022.2124223

Ronald L. Gardner, T. Stephens

引用次数: 2

Abstract

Abstract Despite knowledge of COVID-19’s expected impact on the 2020 and 2021 academic school years, policymakers, professional organizations, and test publishers have failed to offer consistent, well-defined or corresponding advice to educational evaluators on how to meet the unique challenges the pandemic has introduced. The directive vacuum that was produced led individuals and school districts to create their own policies and practices as a temporary stopgap. As a consequence, diagnosticians and evaluators across the country were left to interpret confusing legal requirements and competing professional recommendations concerning whether students could be evaluated remotely, whereby social distancing could be observed while continuing to address the ever-present academic needs of our youth. This essay calls for the development of clear testing standards for remote testing.

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解放教育评估者的双手:初步的远程评估框架

摘要尽管了解新冠肺炎对2020和2021学年的预期影响，但政策制定者、专业组织和考试出版商未能就如何应对疫情带来的独特挑战向教育评估者提供一致、明确或相应的建议。产生的指令真空导致个人和学区制定自己的政策和做法，作为临时的权宜之计。因此，全国各地的诊断人员和评估人员只能解释关于是否可以对学生进行远程评估的令人困惑的法律要求和相互竞争的专业建议，从而可以观察到社交距离，同时继续满足我们年轻人一直存在的学术需求。本文呼吁为远程测试制定明确的测试标准。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.