Blueprint for Computer-assisted AssessmentPsychology Press, 2004 - 202 頁 The rapid development and integration of computer-assisted assessment (CAA) in mainstream post-compulsory educational institutions today make this an exciting and invaluable reference text. It provides a practical, research-based guide on a subject that is becoming increasingly important as educational assessment changes and grows. The book addresses theory and practice, offering a comprehensive evaluation of many key aspects of CAA such as: * question and test design, scoring and analysis, and feedback and integration with other assessment methods * the role of CAA in feedback processes * wider use of technology to support and enhance assessment * technical, operational and support issues. The authors present a lucid,balanced analysis of the strengths and weaknesses of CAA. This text will appeal to all those involved in higher or further education who wish to model their CAA systems on the best practice available. |
內容
Acknowledgements | ix |
List of abbreviations | xi |
Introduction | xiii |
Computerassisted assessment | 3 |
Contexts for CAA | 8 |
Objective tests | 17 |
Writing questions | 27 |
Feedback | 50 |
Operational technical and support issues | 113 |
Evaluation | 133 |
Conclusion | 141 |
References | 144 |
Example questions | 157 |
Optical data capture CAA | 169 |
Examination instructions and invigilators information | 184 |
Example staff development programmes | 192 |
Scoring and analysing objective tests | 61 |
Constructing tests | 81 |
Beyond objective testing | 90 |
CAA technologies | 100 |
Model for the implementation of screenbased assessment | 194 |
Index | 199 |
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常見字詞
ability accessed January 2003 Additionally approaches appropriate assessment methods CAA systems candidates Chapter classical test construction Computer-assisted Assessment Conference computer-mediated communication consider correct answer correct response Danson delivery discussion Educational Testing Service electronic ensure environments essays evaluation exam Examinations Office example feedback Figure files format formative assessment groups guessing Higher Education identify Improved question Internal Examiner International Computer-assisted Assessment involved issues item response theory latent trait analysis learning technology lecturer Loughborough University McKenna MCQs ment module multiple-choice questions negative marking objective tests options Oxford Brookes University pedagogical performance potential procedures question banks question types range reports scoring screen screen-based assessment scripts self-assessment senior invigilator server simulation skills staff development standard statistics strategies Student Answer Sheets student learning summative assessment tion topic true/false questions Valerie Boyle virtual learning environments Weak question workstations