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Vol. 11 No. 2 — Mar/Apr 2004

Previous articles and reviews in MultiMedia Schools have discussed the benefit of Web-based learning activities. Those benefits have moved into educational assessment in big—and in a confusing variety of—ways.

As we review Web-based assessment, we must decide exactly what is to be assessed. Various companies offer assessment tools for student progress, both in general and in specific subjects, as well as in skills, student behavior, professional development, school improvement, instructional strategies and decision making, data collection, and more.

Some companies talk of assessment in the context of "Web-based homework delivery systems" that are intended to let teachers or instructors put student homework online. Students can do the homework at home, getting almost instant feedback for their answers. Instructors benefit from the response collection, grading, and recording done by these systems.

Other systems, such as Blackboard Learning System, that currently are used primarily by colleges, are called "Web-based delivery systems." The assessment here is both formal and informal. This type of system allows teachers to present information and guide research while permitting the inclusion of bulletin boards, chats, and many other features.

Kaplan, a well-known testing company that has been around for many years, approaches "assessment" from another direction, specializing in Web-based test preparation that allows students to try questions similar to those found in hard copy tests. The results of these assessments can be evaluated; some even suggest study materials and directions.

As assessment systems are considered, the term "computer assisted" may become a source of confusion. Educational Testing Service (ETS), another well-known and long-established testing service, is developing tests to be administered on stand-alone computers or on computers connected to local or wide area networks. These tests aren't Web-based. As might be expected, the term "Web-based" means that computers allow students to access and take the assessment on the Internet.

Most of the companies discussed in this article focus almost exclusively on Web-based assessments. The Web-based assessment tools generally available to K-12 education are much less complex than those available to higher education, even though some are part of curriculum packages sold by their developers and are at their best when used with them.

Some of the best assessment programs are easily adaptable to local curriculum and are focused on the recording and assessment of student behavior, rather than academic progress. The best of these allow teachers to develop their own tests or forms and usually include a databank of questions or other assessment tools. Most are aligned with various state and national standards.

Cost is, of course, an important factor and varies widely. To some degree, the cost is based on the scope of the program. Generally, the more focused assessment tools are less expensive than those that are part of a broader curriculum or package. And, the cost of most of the programs is determined by the number of students or schools using them. Some companies quote a "cost per student" that drops a little as more students are included in the user population.

I've selected a round dozen examples of K-12 Web-based assessment programs as examples of what is available. These will not be comprehensively reviewed; rather, the unique focus and features of each will be discussed.

The list begins with Web-based assessments that are smaller and more focused in scope and generally not included with curriculum packages and moves on to those that are much broader and included with curriculum and other materials.

All of these online programs take adequate security precautions (an important concern with Web-based tools), are password accessed, and offer free demos—and, in some cases, free 30-day trials—on their Web sites. Most are yearly subscription services, and most refer to state or national standards and/or "No Child Left Behind."

Web-Based Assessments Sold Without Curriculum Content

These assessment tools are sold without curriculum content and tend to be smaller in scope.

1. S-BIP Online: Student Intervention Planner is designed specifically as a tool for recording student behaviors as observed by various people in a school or school district. The input is collected into several report forms and can be used to plan for Special Education IEPs. The Web-based access leads to easier data entry by people in various places in the district, as well as to superior data analysis, as it eliminates the need to study a series of paper forms. S-BIP is a basic, well-designed assessment tool that is used independently of any other curriculum. Located online at http://www.curricassoc.com/SBIP/. (This tool is reviewed on page 45 in this issue of MultiMedia & Internet@Schools.) Curriculum Associates, 800/
225-0248 or http://www.curriculumassociates.com/.

2. BRIGANCE Screens Scoring Service is a Web-based, subscription scoring service, independent of curriculum, but intended to be used with the BRIGANCE Screens used with pre-school through 1st grade children. Screening responses are either transferred from paper forms or recorded directly on online data forms. Once the responses are entered, a variety of scores and printable reports can be created by choosing various options. Located online at http://www.curricassoc.com/brigance/. (This program was reviewed in the September 2003 issue of MultiMedia Schools.) Curriculum Associates, 800/225-0248 or http://www.curriculumassociates.com/.

3. Assessa Server is part of a very complete line of products offered by EyeCues on a variety of platforms. The assessment is standards-based; data management is an important part of this package. Users can develop their own tests for use on computers using a databank of testing items or select a pre-designed, Web-based test. Tests and data management can be used to track student progress and direct remediation. A variety of reports are available, including data disaggregation. This is a comprehensive and detailed assessment tool that is not necessarily sold with a curriculum, however, it can be adapted to existing curriculum. Located online at
http://www.eyecues.com/assessa. (This program was reviewed in the September 2003 issue of MultiMedia Schools.) EyeCues Education Systems, 619/299-2255 or http://www.eyecues.com/.

4. PLATO EduTest Assessment is intended to be used as a Web-based assessment program at the beginning of the year, throughout the year, and at the school year's end to track results and identify the strengths and needs of students, classrooms, schools, or districts. Since the program is Web-based, feedback is almost immediate. Needs can be identified by objective, standard, or strand through comprehensive data disaggregation. Generated reports include progress charts and student reports that can be used at parent-teacher conferences. Extensive online tutorials and seminars are available. At additional cost, PLATO Assessment Builder enables the development of custom assessments tailored to the specific needs of school districts. These products were originally developed by Lightspan; Lightspan recently became part of PLATO Learning Inc. (See the next assessment tool.) Located online at http://www.edutest.com/. PLATO Learning, Inc., 800/447-5286.

Web-Based Assessments More Closely Aligned with Specific Curriculum

These assessments are more likely to be sold as part of a package of materials and are aimed at testing specific content, as well as standards-based assessment.

5. PLATO Orion Standards & Curriculum Integrator is one of the larger packages discussed here. This program features assessments designed to help meet accountability requirements, placement and progress monitoring through diagnostic and prescriptive tests, lesson progress tests, standards-based tests, cumulative tests, and simulated high-stakes tests. These tests are backed by a database of content in reading, language arts, and mathematics to help students prepare for high-stakes tests. The several assessment packages and references to curriculum appear intended to provide material to help fill gaps in student knowledge or skills, rather than providing an entire curriculum. Located online at http://www.plato.com/. PLATO Learning, 800/447-5286.

6. PowerWeb from Dushkin, a McGraw-Hill company, offers another variation of the Web-based assessment theme. Assessments for individual subjects or classes can be purchased. These assessments measure what is taught in the class, rather than what is found in a specific textbook or book, and are sold as a supplement to book materials. PowerWeb offers a very positive feature of Web-based assessments. The material is updated daily and weekly so that it is kept very current. PowerWeb includes some course content in the form of articles, weekly updates, and current issues, some of which are in the form of carefully screened Web sites. Again, while the course content is emphasized more than the assessment, this is sold as a course supplement, not an entire curriculum. Study aides such as quizzes, interactive exercises, and more are included in the approximately 75 topics available at the time of this survey. These are generally aimed at middle or high school classes. Located online at http://www.dushkin.com/powerweb/. McGraw-Hill, 800/331-5094.

7. CompassLearning Explorer is described as a LAN (Local Area Network, for example, a network in one school), WAN (Wide Area Network, for example, a networkthroughout a school district), or an Internet-based solution. A LAN or WAN is basically an Internet that is closed to outsiders (also called an "intranet"). Creating tests that can be accessed with an Internet browser such as Netscape or Internet Explorer basically means that the assessment can be network- or Web-based. CompassLearning Explorer can be purchased independently, but is most effective when used as part of a total curriculum also sold by CompassLearning. Located online at http://www.compasslearning.com/. CompassLearning, 800/422-4339.

8. Homeroom.com has online assessment tools aligned to state standards and classroom textbooks for grades 3 to 12. The site enables users to create customized tests to assess student ability from more than 130,000 math, reading, and language arts questions and more than 10,000 educational resources. The assessments can be analyzed and materials can be provided to improve student performance. In this sense, the site doesn't provide curriculum, it reinforces already-existing curriculum. In addition to reports for teachers and administrators, the site enables the creation of reports for parents and students. In-school and online training in the use of Homeroom.com is available. Located online at http://k12.princetonreview.com/homeroom_index.asp/. The Princeton Review K-12 Services, 800/738-4392.

9. Co-nect Comprehensive (CSR) assessment is marketed as part of a complete school improvement plan that includes face-to-face faculty training, standards-based curriculum alignment, data analysis, classroom assessment, literacy and mathematics curriculum focus, technology integration, community involvement, and more. While this is the most detailed program, Co-nect offers several other Web-based assessments and services. An important thread through all of these offerings is teacher training. One interesting aspect is that Co-nect offers a 26-question online diagnostic to evaluate a school in terms of 13 factors it says research has proven are critical to highly functioning schools. These factors included standards-based curriculum alignment, parent involvement, and technology use. Located online at http://www.co-nect.net/. Co-nect, 877/726-6328, ext. 3196.

Web-Based Educational Communities

These are the most comprehensive packages, all selling assessment as part of a larger package. An interesting feature of several of these packages utilizes the Internet's capacity for online communication. I've taken several college classes that use one or another of these services that enable direct or indirect communication with other members of the class or the teacher. The packages offer some fascinating—if expensive and computer intensive—possibilities.

10. Classwell Premium Service features "seamless integration" of educational content, tools including assessments, and services such as professional development. Classwell is "a comprehensive educational management system" fully customizable by teachers and administrators with the help of a Classwell representative. The service includes instruction, assessment, and professional development resources, as well as classroom management tools, file cabinet space, and a Custom Publishing service. The various Web-based assessments are intended to be part of a larger package that Classwell refers to as an "educational management system." Located online at http://www.classwell.com/. Classwell Learning Group, 866/210-3033.

11. Concert Instruction & Assessment provides what the company calls an "online education community" for use by students, parents, teachers, and administrators. The program offers a very comprehensive collection of Web-based tools including integrated standards-aligned instruction, lesson planning, assessment, educational content, a number of management tools, the Pearson Core Standards database, and more. Since Concert is Web-based, the program promotes collaboration, security, effective data sharing, information management, and adaptability. Assessment here is definitely part of a larger package. Located online at http://www.pearsondigital.com/concert/. Pearson Digital Learning, 800/736-4357.

12. Blackboard Learning System and Blackboard Portal System offer a "suite of solutions" or a "Web-based delivery system" and claim to provide any school district with "flexible instructional tools," "advanced administration functionality," and "enterprise architecture." The instructional tools include online assessments, a grade book, standards-based content, and community-building activities. The advanced administration functionality refers to course management, reporting, and communication capabilities that enable districts to measure the progress of specific groups or individual students within the population of specific schools or the entire district, or to focus on particular schools within the district. Enterprise architecture provides some interesting features, including the ability to have online parent-teacher conferences and make assessment and other materials available to students at home. All in all, this is a very detailed and comprehensive service that includes assessment as a part of the whole, not as a tool available separately. Located online at http://www.blackboard.com/. Blackboard, Inc., 800/424-9299, ext. 860.

Concerns

These packages present some exciting and genuinely innovative possibilities. Nevertheless, they aren't perfect. The issue of security, i.e., protecting information, seems to have been addressed by all of the companies, but some concerns about cheating still remain. Of course, cheating on some of the assessments would be pointless and difficult—especially on assessments taken by an entire class in a computer lab.

However, assessments that can be done at home or in a variety of other places, such as libraries, classrooms, etc., could quite easily be done by other individuals "for" each other, or by a group of students "helping" each other. Chapter tests for a middle school or high school class that could be taken at home would be almost impossible to regulate in this sense.

The quality of the questions in these assessments may also be an issue, in the same sense that this is an issue for standardized paper tests such as the SAT. Although test items are carefully developed, only certain types of questions that can be easily scored can be asked. Essay and short-answer questions present problems in terms of accurate scoring.

Conclusion

While there are many differences in the various tools and systems presented here, there are several crucial considerations for those considering subscribing to any of them.

The first is the specific assessment needs of the school district. Some of these tools are good for one purpose and some are good for another. An additional consideration is whether or not an entire curriculum or large curriculum piece is desired, or if there is a more focused assessment need. Of course, as stated earlier, the amount of time students and other users need to spend with computers and whether or not that time is available needs to be established. And, finally, the listed assessment tools vary greatly in expense and the effort involved in their implementation. Educators and districts need to decide what they can afford, both in terms of money and time.