{"title":"Untying the educational evaluator’s hands: a preliminary tele-assessment framework","authors":"Ronald L. Gardner, T. Stephens","doi":"10.1080/1045988X.2022.2124223","DOIUrl":null,"url":null,"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.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"276 - 281"},"PeriodicalIF":0.8000,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Preventing School Failure","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1045988X.2022.2124223","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.
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