Through the careful application of technology in classroom assessments, schools and teachers can improve instruction for students, and states can develop comprehensive longitudinal data systems to better analyze student performance, according to data in a new report from the State Educational Technology Directors Association (SETDA).

"Technology-Based Assessments Improve Teaching and Learning," part of SETDA's Class of 2020: Action Plan for Education series, highlights innovative approaches in assessing student progress, and suggests that using technology to assess students in a less formalized manner can be extremely beneficial, not only for students, but for teachers.

"Our educational system can learn from business and realize the incredible return on investment inherent in building smart database and assessment systems using technology to analyze each student's progress in a timely, personal and relevant manner," the report says.  "Additionally, if done with interoperability and alignment in mind, student data can be generalized and privatized to be used in the state systems to inform policy and school reform efforts."

Of course, technology alone is not the solution.  Adequate teacher training, IT support, and strong leadership are essential in ensuring that data analysis drives instruction at the school, district, and state levels.  More personalized testing, without increasing the number or frequency of tests, can have a positive impact on assessing standardized testing requirements.

SETDA recommends that school and district leaders incorporate "innovative, consistent, and timely assessments into daily instruction;" as well as making sure that sufficient technology infrastructure and support is in place.

Barriers to conducting formative assessments vary among schools.  Many districts lack sufficient technology, including broadband internet access, for broad-based formative assessment implementation, according to the report.