My experience with most faculty members who use computer scoring is to find the sheets containing the scores and toss the rest of the printout into a waste basket. I therefore added teacher and student friendly printouts to Break Out to market Knowledge and Judgment Scoring. These did not require interpretation or an understanding of educational statistics.
Work on hosting Power Up Plus as an interactive scoring and analysis service stopped when it was realized that no one person could create and maintain the needed NCLB package of item banking, scoring, analysis, and item ranking; even with the minuscule results obtained from traditional right mark scoring, let alone all the additional results available for student, teacher, instruction and test development with knowledge and judgment scoring.
No child left behind (NCLB) promoted administrative direction of what, when, and how instruction would take place. "Every class on the same page, on the same day, by a prepared script." regardless of student preparation and ability to learn. It had strong political appeal. Common Core State Standards (CCSS) attempts to restore teacher-student interaction and student development, but then falls again into the gutter of best intentions by misusing multiple-choice tests such that they defeat what CCSS attempts to do: to increase levels of thinking, not to continue to appeal to a lucky test day. Again politics and money.
No child left behind (NCLB) promoted administrative direction of what, when, and how instruction would take place. "Every class on the same page, on the same day, by a prepared script." regardless of student preparation and ability to learn. It had strong political appeal. Common Core State Standards (CCSS) attempts to restore teacher-student interaction and student development, but then falls again into the gutter of best intentions by misusing multiple-choice tests such that they defeat what CCSS attempts to do: to increase levels of thinking, not to continue to appeal to a lucky test day. Again politics and money.
I left several research features in the program including the selection of the portion of the class test score that comes from quantity and from quality. These may be of interest to advanced students, teachers, and administrators wanting a new area of research: updating traditional multiple-choice scoring so that testing guides student development rather than hinders it. These may be of use again now with the demise of NCLB and CCSS.
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