Paraphrase 2 pages plus replace references

New technologies remain competitive in driving efforts to make learning more efficient. Technology-based assessment in special education has made quite some advancement (Goldsmith & LeBlanc, 2004). First applications of computer technology assessment were for the scoring student's test forms. Currently, features incorporate self-administration, software control in presentation, response evaluation based on algorithms, prescription based on expert knowledge and direct links in assessment and change in instructions. The technology-based assessment uses electronic and software systems to evaluate individual children in an educational setting. Traditional assessments employ approaches of the computer.

Video-based computer assisted test enabled learning of language for the student automatically increasing the validity of measurements. Video segments incorporated movie elements of moral dilemma in problem-solving tests. Students viewing the video segments respond by simply touching the screen. Innovative approaches have created relevance in testing procedures. Misplaced students result into poor results and get prompted to drop out. Teachers not well trained contribute to the misplacement due to poor management of certain behaviors and learning differences. For effect, teachers must be able to analyze data produced by the assessment and develop a due course of action.

In addressing students with physical limitations use of voice recognition, handwriting interpreters, stylus tools, and touchscreen enables communication without the use of keys (Gierach, 2009). New software features allow students to perform comfortable pace of video segments on preferred language options. Computers are linked to videodisc enabling students to learn according to individual needs and skills. Latest technological features concern evaluation. Technological advancements assess social competence among students. The evaluator views students in a variety of context. Limitation in technology infrastructure, seen as the key barrier in this sort of assessment. Many district schools lack adequate high-speed broadband access necessary for this evaluation. Moreover, obsolesce in technology-based assessment erodes the capacity to provide quality services technology-based systems have a relatively short functional life.

Holistic assessments are the best in technology-based assessments. They incorporate software control in presentation, conceptual models or algorithms, decision-making based rules and expert knowledge (Redecker, & Johannessen, 2013). Proliferation technology helps students in the inclusion of speech recognition, electronic communication, personal computers, robotics and artificial intelligence. Trends in technology-based assessments have impacted lives of students with a disability. They achieve school improvement goals as well as tracking student growth and progress. Current assessment norms have embedded current standard-based systems as the only way to administer the evaluation. Teachers get separated from the evaluation especially in focus of high-stake standardized tests. Access and integration are sensitive in technology-based assessments. Discontinues in hardware, software and present assessment practices and procedures have implications. Regarding acquisition of technology informed decisions get made.

References

Gierach, J. (2009). Assessing students’ needs for assistive technology (ASNAT). Milton, WI: Wisconsin Assistive Technology Initiative.

Goldsmith, T. R., & LeBlanc, L. A. (2004). Use of technology in interventions for children with autism. Journal of Early and Intensive Behavior Intervention, 1(2), 166.

Redecker, C., & Johannessen, Ø. (2013). Changing assessment—Towards a new assessment paradigm using ICT. European Journal of Education, 48(1), 79-96.