Technology-based Assessment

Education ◽  
2019 ◽  
Author(s):  
Anna Vergés Bausili
Keyword(s):  
Value Added ◽  
Computer Assisted ◽  
Potential Contribution ◽  
Plagiarism Detection ◽  
Institutional Practice ◽  
Electronic Assessment ◽  
Academic Scholarship ◽  
Recent Developments ◽  
Computer Based ◽  
Impact Of Technology

Scholarship around the potential contribution and impact of technology and the digital environment on assessment is substantial and in constant evolution. Such contribution has been argued along three main themes: the technology-based affordances and efficiency benefits emerging from the use of the electronic medium, the value-added/quality enhancing opportunities of electronic assessment, and the deeper and more far-reaching transformative potential offered by technology to change the nature of assessment. This article focuses on the first of these grounds: technology-based assessment. And it provides a historical overview of academic scholarship and institutional practice from the early days of computer-based assessment to more recent developments covering computer-based assessment, computer-adaptive testing, computer-assisted assessment, plagiarism detection technologies, esubmission, emarking technologies, and electronic management of assessment.

Perspectives on computer assisted language learning

ReCALL ◽  
1995 ◽  
Vol 7 (2) ◽  
pp. 5-19 ◽  
Author(s):  
Kurt Kohn
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Computer Based Learning ◽  
Recent Developments ◽  
Distance Communication ◽  
Computer Based ◽  
And Training

Computer Assisted Language Learning (CALL) addresses the specific needs of second language learners and tutors in computer-based learning and training environments. While traditional CALL applications were mainly focused on narrowly defined and isolated solutions for vocabulary training, text manipulation, dialogue practice and grammar exercises, recent developments in multimedia telematics, involving the integration of multimedia processing and distance communication, have significantly increased the potential of computer technologies for the purposes of language learning and training.

Computer-assisted Instruction in Forestry

1978 ◽  
Vol 76 (9) ◽  
pp. 570-573
Author(s):  
Dieter R. Pelz
Keyword(s):  
United States ◽  
Quantitative Analysis ◽  
Forest Management ◽  
Simulation Models ◽  
The United States ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Recent Developments ◽  
Computer Based ◽  
Assisted Instruction

Abstract A 1976 survey of 58 schools in the United States and Canada showed that computer-assisted instruction is widely used, most frequently in forest management, silviculture, and quantitative analysis courses. A total of 92 simulation models were identified. Recent developments are demonstrated by PLATO, a computer-based education system.

scholarly journals A Critical Review of Selected Computer Assisted Language Testing Instruments

2002 ◽  
pp. 3-6
Author(s):  
Magdolna Feketéné Silye ◽  
Troy B. Wiwczaroski
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Testing ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Web Based ◽  
Positive Attitudes ◽  
Recent Developments ◽  
Computer Based ◽  
Testing Instruments

Over the past few decades, a fairly large literature examining the effectiveness of computer-assisted language learning (CALL) has been developed. The findings indicate that language learners have generally positive attitudes toward using computers in the classroom. Less is known, however, about the more specific areas of computers in language testing. The purpose of this article is to examine recent developments in language testing that directly involve computer use. After a brief overview of computer-based testing (CBT) in general, web-based testing (WBT) is defined and certain issues reviewed.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

Pengembangan Pembelajaran Model Blended Computer Based Learning (BCBL) Tentang Turunan Fungsi untuk Meningkatkan Kemandirian Belajar Siswa SMA

2019 ◽  
Vol 2 ◽  
Author(s):  
M. Safrudin ◽  
Sutaryat Trisnamansyah ◽  
Tb. Abin Syamsuddin Makmun ◽  
Deni Darmawan
Keyword(s):  
High Schools ◽  
Simulation Experiment ◽  
Computer Assisted ◽  
Development Stages ◽  
Computer Based Learning ◽  
Self Reliance ◽  
Computer Based ◽  
Systematic Development ◽  
Learner Activity

The aimed of this studied was developed learning through computer-assisted as BCBL. Result of this studied have been stated that: (a) the potential of five high schools in Karawang districts supported the implementation of BCBL development, (b) planning of BCBL development through a systematic development stages from preparation, production, simulation, experiment, and publication, (c) the implementation result of BCBL learning through revision tested were learner activity and higher autonomy. Keywords: BCBL; Independence Self-reliance; Student Competence.

Facebook Digital Traces for Survey Research: Assessing the Efficiency and Effectiveness of a Facebook Ad–Based Procedure for Recruiting Online Survey Respondents in Niche and Difficult-to-Reach Populations

2018 ◽  
Vol 38 (4) ◽  
pp. 462-476
Author(s):  
Laura Iannelli ◽  
Fabio Giglietto ◽  
Luca Rossi ◽  
Elisabetta Zurovac
Keyword(s):  
Online Survey ◽  
Computer Assisted ◽  
Previous Survey ◽  
Innovative Method ◽  
Entry Points ◽  
Efficiency And Effectiveness ◽  
Recent Developments ◽  
Proper Comparison ◽  
Facebook Advertising ◽  
Digital Footprints

Survey-based studies are increasingly experimenting with strategies that employ digital footprints left by users on social media as entry points for recruiting participants and complementary data sources. In this perspective, the Facebook advertising platform provides unique opportunities and challenges through its marketing tools that target advertisements based on users’ demographics, behaviors, and interests. This article presents a procedure that employed the most recent developments in Facebook marketing tools to evaluate the efficiency and effectiveness of an innovative method for recruiting niche and traditionally hard-to-reach respondents. Although the multiple innovations introduced in the method hinder a proper comparison with previous studies, the survey provides evidence concerning the efficacy of the procedure and offers scholars a set of implementations to design future comparable Facebook ad–based surveys. Challenges, opportunities, and results for effectiveness are discussed in light of a previous survey on Italian adults carried out with a panel-based computer-assisted web interviewing method.

Growth Industry

2019 ◽  
pp. 32-50
Author(s):  
Chester E. Finn ◽  
Andrew E. Scanlan
Keyword(s):  
Advanced Placement ◽  
Potential Contribution ◽  
College Board ◽  
Five Factors ◽  
Multiple Dimensions ◽  
Recent Developments ◽  
Multiple Issues ◽  
Best Teachers ◽  
Admissions Process ◽  
Middle Class Families

This chapter looks at more recent developments and the present state of Advanced Placement (AP). Advanced Placement's recent decades are notable for the program's stunning growth on multiple dimensions. Many more schools, students, and subjects joined in, and they did so at accelerating rates. At least five factors have fueled the AP program's expansion in recent years. First, the use of AP participation to rate and rank high schools has impelled more of them to increase their student numbers so as to boost their standings. Second, schools and districts were induced to add more AP courses because they wanted to challenge their students intellectually, tone up their curricula, hold on to their best teachers, attract and retain more middle-class families, draw more sophisticated employers to the area, and respond to demands from parents of gifted kids. Third, the country's mounting concern about equalizing opportunity for poor and minority youngsters and getting more of them into and through college inevitably drew greater attention to AP's potential contribution. Fourth, stiffening competition to enter top colleges and more scrambling by kids to advantage themselves in the admissions process also continued to pump air into the AP balloon. The fifth factor is the forceful marketing and lobbying activities of the College Board itself. As AP has expanded, it has done so unevenly, however, giving rise to multiple issues of fairness. The chapter then considers these inequalities.

Mastering Technology-Enhanced Language Learning, Computer-Assisted Language Learning, and Mobile-Assisted Language Learning

2017 ◽  
pp. 157-180 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Digital Age ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mediated Communication ◽  
Modern Language ◽  
Mobile Assisted Language Learning ◽  
Impact Of Technology

This chapter explains the overview of Technology-Enhanced Language Learning (TELL); the overview of Computer-Assisted Language Learning (CALL); the relationship between Computer-Mediated Communication (CMC) and language learning; the overview of Mobile-Assisted Language Learning (MALL); and the technological utilization for language learning in the digital age. TELL, CALL, and MALL significantly deal with the impact of technology on teaching and learning the second language or foreign language. TELL, CALL, and MALL are the utilization of the advanced devices as the technological innovation to display multimedia as the modern language learning methods in the digital age. TELL, CALL, and MALL effectively improve learning motivation and develop better attitudes in students and language learners toward language learning. The chapter argues that encouraging the applications of TELL, CALL, and MALL has the potential to improve language learning performance and reach strategic goals in the modern language learning environments.

Assessment in the Modern Age

2016 ◽  
pp. 415-444
Author(s):  
Mahmoud Emira ◽  
Patrick Craven ◽  
Sharon Frazer ◽  
Zeeshan Rahman
Keyword(s):  
Computer Assisted ◽  
Recent Experience ◽  
Modern Age ◽  
Two Systems ◽  
Computer Based ◽  
The Uk

This chapter aims to address assessment in the modern age in terms of its importance, challenges and solutions by examining the views of 1,423 users at UK test centres following their recent experience of using two systems which employ computer-based assessment (CBA) and computer-assisted assessment (CAA). Generally speaking, based on the research, which informs the findings presented in this chapter, both systems face similar challenges but there are challenges which are specific to the CAA system. Similarly, both systems may require common solutions to improve user's future experience, but there are solutions which are more relevant to the CAA system. The chapter concludes with a discussion around the UK apprenticeship and a case study of a pilot apprenticeship programme in which CBA and CAA are also integrated.

The Effect of Computer-Assisted Instruction on Challenging Behavior and Academic Engagement

2020 ◽  
pp. 109830072092968
Author(s):  
Lauren M. LeJeune ◽  
Christopher J. Lemons
Keyword(s):  
Challenging Behavior ◽  
Academic Engagement ◽  
Single Case ◽  
Challenging Behaviors ◽  
Performance Assessments ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Alternating Treatments Design ◽  
Computer Based ◽  
Assisted Instruction

Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants were three students with IDD (7 to 9 years old) who engaged in challenging behaviors during instruction. We used a single-case alternating treatments design to compare levels of challenging behavior and academic engagement during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants. In addition, the CAI condition corresponded with higher scores on academic performance assessments for one participant. Although teacher and student measures of social validity were positive, there was limited evidence that results maintained. These findings are described in relation to their limitations, future directions for research, and impact on practitioners.

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