The NFER says the concepts are being developed in response to extensive market research with over 500 headteachers, who said they want quality measurements, instant reporting and a means of engaging pupils.
NFER said the concept most popular with the headteachers was misconception analysis, where the test questions are designed to uncover pupils’ underlying understanding and to identify their misconceptions. Diagnostic reports then reveal what lies behind a ‘right’ or ‘wrong’ answer, enabling teachers to pinpoint causes of difficulty, leading to focused and effective teaching plans.
Another concept welcomed by headteachers was process analysis, which can provide an insight into the strategies pupils have employed when answering questions. It shows patterns of performance including the time taken, whether the answer was arrived at through trial and error, and if the help screen was used.
According to NFER, using ICT to engage pupils was also high on the headteachers’ agenda and it is widely accepted that children and young people find computers attractive and easy to use. What’s more, e-assessment is a means of providing highly valid and authentic assessments, based on real world situations that pupils can relate to – such as the web-based reading test that recognizes the fact that young people now, and increasingly in the future, will get most of their information on a PC.
NFER’s Neil Hollister said, NFER has a longstanding reputation for leading the field in assessment and these new concepts will ensure we take the lead in the exciting new area of e-assessment. We’re proud to say that NFER is the first test developer to pilot this type of misconception and process analysis.
