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This paper has argued that the advance of technology is inexorable in at least two ways First, technological capability is increasing exponentially Second, new technology is pervading our work, and it is beginning to infuse learning The paper also argued that the incorporation of technology into assessment is inevitable because, as technology becomes intertwined with what and how students learn, the means we use to document achievement must keep pace However, it is similarly inevitable that this incorporation will not be easy There are still enough open issues, especially of cost and measurement, to ensure that at least some signi cant setbacks will occur But even if all of the existing issues were resolved, the history of technology is one of unanticipated consequences that are not always positive Given the dangers, one can see why some US States chose to begin the transition with low-stakes assessments The decisions based on these tests can tolerate lower levels of measurement quality, technological dependability, and security; moving too quickly to high-stakes tests would maximize risk political, nancial, legal, and educational Similarly, the use of multiple-choice questions is very sensible They can be easily presented on screen and require little computer skill for responding Incorporating signi cant numbers of performance tasks at this stage would raise costs, demand more sophisticated presentation software, and increase the potential for construct-irrelevant variance in responding What the US States are doing now, however, must be only a beginning If all we do is put multiple-choice tests on computer, we will not have done enough to align assessment with how technology is coming to be used for classroom instruction Sadly, our progress in using the computer to improve assessment has been limited Almost a decade ago, we moved the rst large educational tests to computer, fully intending to use technology to introduce new measurement approaches These efforts got as far as adaptivity and then, due to cost, technical complexity, the need to maintain scale, and the suf ciency of multiple-choice for summative decision-making, moved no farther Fortunately, K-12 agencies have educational responsibilities that may force them to go beyond the initial achievement of computerization to create assessments that support learning and instruction in ways that paper tests cannot Researchers can help them meet this challenge by discovering how to cost-effectively design coherent systems of assessment that have both summative and formative components (Pellegrino, Chudowsky, & Glaser, 2001) These systems might include simulations and other complex performances that not only indicate achievement level, but also offer pro ciency inferences with clear instructional implications Creating such systems will be a dif cult challenge, but it is aided by an emerging science of assessment design (see, eg, Mislevy, Steinberg, Almond, Breyer, & Johnson, 2001; Pellegrino, Chudowsky, & Glaser, 2001) To be perfectly clear, it is not at all inevitable that we will incorporate technology into assessment in ways that bring lasting educational bene t The.



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When a company sends payroll tax remittances to the federal government, the government needs to identify the company, so it can give the company proper credit for the remittances This is done with an employer identification number (EIN) One applies for an EIN number with the Application for Employer Identification Number, Form SS-4, which is shown in Exhibit 84 Once the Form SS-4 is sent to the IRS, it takes four weeks to receive an EIN number back in the mail If the first payroll deposit is due before the receipt of the EIN, one can call the IRS s Tele-TIN or Fax-TIN numbers in order to obtain the number more quickly The Tele-TIN number is 1-866-816-2065 Before calling, fill out the Form SS-4, since most of the information on it will be needed for the call You will be given an EIN over the phone If you d like to accelerate the processing of the regular Form SS-4, then fax it to the regional Fax-TIN number, which will result in the fax-back of an EIN number in about four business days One problem with this approach is that the IRS does not use a cover sheet when sending a response back through a company s fax machine, so the transmitted document containing the new EIN number may be lost The Fax-TIN numbers for all regions are listed in Exhibit 85 Instructions for filling out the Form SS-4 are as follows: Enter the legal name of the entity (not its doing-business-as name) If the business is a person or sole proprietorship, then enter person s first, middle, and last names Line 2: If there is a doing-business-as (dba) or trade name, enter it on this line Line 3: If there is an executor or trustee of a trust, enter that person s first, middle, and last name here Lines 4 6: Enter the complete mailing address, including the county name The EIN will be sent to this location Line 7: Enter the first, middle, and last name of the principal officer, general partner, or sole proprietor, depending on the type of business entity Line 1:.





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