Because studies of e-reading instructional tools have not examined whether they are as effective with assessment as without it, we review briefly a few examples.
students have had mixed findings. Two indicate that the medium of test administra- tion does not significantly alter results, but a third finds that computerized tests take longer to complete but yield significantly higher scores.52 In assessments of writing, by contrast, greater familiarity with computers predicts better performance even when paper-based writing ability is taken into account.53
More recent innovations in assessment have involved hand-held devices on which teachers record assessment information, ranging from scores alone to item-level student responses. In many cases, companies offering applications for these devices have adapted pre-existing assessments, such as Wireless Generation’s adaptation of the Dynamic Indicators of Basic Early Literacy Skills. Others have developed unique measures for hand-held devices and have created applications for teachers to record data from their own self-created forma- tive assessments, but research on the effects of these approaches is lacking.54
Assessment through e-reading technology may soon become standard practice. The U.S. Department of Education has invested heav- ily in developing online assessments, fund- ing two large multistate consortia to develop assessment systems aligned to the Common
Core State Standards—the Partnership for the Assessment of Readiness for College and Careers and the SMARTER Balanced Assessment Consortium. Two smaller con- sortia, the Dynamic Learning Maps and the National Center and State Collaborative, focus exclusively on assessments for students with special needs. The assessments devel- oped by all four of these consortia will be
delivered online and are due for initial imple- mentation by the 2014–15 academic year.
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