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Editorial comments for the special issue on the use of technology in assessment.

Article Excerpt
Two forces important to assessment have been converging to create a significant revolution in education. The first is high-stakes testing and the accompanying reform movement, and the second is the continually increased presence and capability of information and communication technology (ICT). Addressing the first issue, high-stakes testing, a special issue (McDivitt & Augustin, 2002) of Measurement and Evaluation in Counseling and Development (MECD) was published in October 2002.

To address the second factor, how technology plays a role in assessment, this special issue of MECD was commissioned by the Association for Assessment in Counseling and Education (AACE). This issue of MECD addresses some of the factors that should be considered as the trend toward technology-delivered assessment accelerates. Research on the impact of technology-delivered assessment, although still in its infancy compared with research on paper-and-pencil instruments, is a fertile and growing field. As technology capability improves, research needs to continue to determine under what conditions assessment capability follows, both in terms of the design and the use of the technology.

Assessment and testing, although present in the world of education for decades, received major public and political visibility when the No Child Left Behind Act of 2001 (NCLB) was signed and implemented. This law emphasizes the development and implementation of state standards that encourage the learning of higher level skills. Furthermore, the legislation requires assessment in certain subject areas, aligned to state standards, in Grades 3 through 8. Assessment results are to be provided for individual students, as well as to be aggregated at the school level, and are to be disaggregated by race, ethnicity, gender, English language proficiency, migrant status, disability status, and low-income status for student groups. These data are to be used for educational improvement both at the instructional level for students and for identifying groups of students and schools that may need upgraded and enhanced educational programs. This emphasis on school and student accountability has increased the amount of assessment, for example, annual statewide tests, end-of-course assessments, and minimum competency...

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