Published in: E-testing and computer-based assessment: CIDREE Yearbook 2024
Abstract:
This chapter traces the use of computer-based testing in schools in Ireland in two contexts: international large-scale assessments (ILSAs) (since 2005) and national standardised testing (since 2016). Learning gleaned from Ireland’s participation in computer-based ILSAs informed the development of a bespoke online platform for administering and scoring standardised tests (the ERC Drumcondra Online Testing System [ERC DOTS]). Conversely, knowledge about schools’ use of ERC DOTS has informed Irish approaches in subsequent ILSA cycles. Across ILSAs and standardised testing, recurrent challenges of computer-based testing are identified, including wide variation in: (i) education technology infrastructure in schools, and (ii) students’ prior experiences using this for schoolwork. Although common to primary and post-primary settings, infrastructural challenges were most apparent at primary level while differences in students’ experience were most pronounced below Grade 3. Adaptations and solutions trialled are discussed. Looking ahead, further possibilities of computer-based testing, including enhanced accessibility, additional item types, and adaptive testing, are considered.
Delaney, E., O’Flaherty, A., Perkins, R., Clerkin, A., & Cunningham, R. (2024). Computer-based testing in Ireland, 2005-2024: Challenges, lessons learned, and future possibilities. In B. Ranđelović et al. (eds), E-testing and computer-based assessment: CIDREE Yearbook 2024. CIDREE. https://www.cidree.org/wp-content/uploads/2024/11/cidree_yearbook-2024.pdf
This is the final report on the Digital Learning Framework national longitudinal evaluation, following data collection for Wave 2 from Autumn 2021-May 2022. The data presented in this report provide an opportunity to consider how schools and students responded to the challenges of the COVID-19 pandemic with reference to the use of digital technologies for teaching, learning and assessment. The evaluation also considers the ways in which schools have had successes and met challenges in their embedding and implementation of the Department of Education’s Digital learning Framework. The report provides an overview of the current policy and research landscape with respect to the use of digital technologies in schools and over the course of the pandemic. It also presents new data at both primary and post-primary levels from schools (digital learning team leaders, school principals, and teachers), students, and professional development advisors specialising in the use of technology in education. The key findings from Wave 2 of the evaluation are highlighted, together with examination of changes from previous waves. Finally, the main successes and challenges encountered by schools in their implementation of the Digital Learning Framework over the period 2017-2022 are identified.
This is the final report on the Digital Learning Framework national longitudinal evaluation, following data collection for Wave 2 from Autumn 2021-May 2022. The data presented in this report provide an opportunity to consider how schools and students responded to the challenges of the COVID-19 pandemic with reference to the use of digital technologies for teaching, learning and assessment. The evaluation also considers the ways in which schools have had successes and met challenges in their embedding and implementation of the Department of Education’s Digital learning Framework. The report provides an overview of the current policy and research landscape with respect to the use of digital technologies in schools and over the course of the pandemic. It also presents new data at both primary and post-primary levels from schools (digital learning team leaders, school principals, and teachers), students, and professional development advisors specialising in the use of technology in education. The key findings from Wave 2 of the evaluation are highlighted, together with examination of changes from previous waves. Finally, the main successes and challenges encountered by schools in their implementation of the Digital Learning Framework over the period 2017-2022 are identified
