Metrics for the Evaluation of Test-Delivery Systems

2005 ◽  
pp. 1945-1948
Author(s):  
Salvatore Valenti
Keyword(s):  
Information Technology ◽  
Student Learning ◽  
Delivery Systems ◽  
Computer Assisted ◽  
Course Content ◽  
Entire Process ◽  
Computer Based

Most solutions to the problem of delivering course content supporting both student learning and assessment nowadays imply the use of computers, thanks to the continuous advances of information technology. According to Bull (1999), using computers to perform assessment is more contentious than using them to deliver content and to support student learning. In many papers, the terms computer-assisted assessment (CAA) and computer-based assessment (CBA) are often used interchangeably and somewhat inconsistently. The former refers to the use of computers in assessment. The term encompasses the uses of computers to deliver, mark, and analyze assignments or examinations. It also includes the collation and analysis of data gathered from optical mark readers. The latter (that will be used in this paper) addresses the use of computers for the entire process, including assessment delivery and feedback provision (Charman & Elmes, 1998).

Relevant Aspects for Test Delivery Systems Evaluation

2011 ◽  
pp. 203-216 ◽  
Author(s):  
Salvatore Valenti ◽  
Alessandro Cucciarelli ◽  
Maurizio Panti
Keyword(s):  
Information Technology ◽  
Student Learning ◽  
Delivery Systems ◽  
Educational Institutions ◽  
Computer Assisted ◽  
Online Assessment ◽  
Course Content ◽  
Entire Process ◽  
Computer Based

The number of educational institutions seeking solutions to the problems associated with the burden of expanded student numbers is increasing every day. Most solutions to the problems of delivering course content, supporting student learning, and assessment may be found through the use of computers, thanks to the continuous advances of information technology. According to Bull (1999), using computers to perform assessment is more contentious than using them both to deliver content and to support student learning. In many papers, the terms Computer Assisted Assessment (CAA) and Computer Based Assessment (CBA) are often used interchangeably and somewhat inconsistently. The former usually covers all use of computers in assessment, including reporting and marking, such as in optical mark reading. The latter is often restricted to the use of computers for the entire process, including delivery of the assessment and provision of feedback (Charman and Elmes, 1998). In this paper we will adopt the term Computer Based Assessment and we will discuss some issues related to the online assessment of students.

Metrics for the Evaluation of Test-Delivery Systems

2011 ◽  
pp. 2542-2545
Author(s):  
Salvatore Valenti
Keyword(s):  
Student Learning ◽  
World Wide ◽  
Local Area Network ◽  
Local Area ◽  
Computer Assisted ◽  
Area Network ◽  
Course Content ◽  
Test Management ◽  
Computer Based ◽  
Software Group

Most solutions to the problem of delivering course content supporting both student learning and assessment nowadays imply the use of computers, thanks to the continuous advances of information technology. According to Bull (1999), using computers to perform assessment is more contentious than using them to deliver content and to support student learning. In many papers, the terms computer-assisted assessment (CAA) and computer-based assessment (CBA) are often used interchangeably and somewhat inconsistently. The former refers to the use of computers in assessment. The term encompasses the uses of computers to deliver, mark, and analyze assignments or examinations. It also includes the collation and analysis of data gathered from optical mark readers. The latter (that will be used in this paper) addresses the use of computers for the entire process, including assessment delivery and feedback provision (Charman & Elmes, 1998). A typical CBA system is composed of the following. • Test-Management System (TMS) - that is, a tool providing the instructor with an easy-to-use interface, the ability to create questions and to assemble them into tests, and the possibility of grading the tests and making some statistical evaluations of the results • Test-Delivery System (TDS) - that is, a tool for the delivery of tests to the students. The tool may be used to deliver tests using paper and pencil, or a stand-alone computer on a LAN (local area network) or over the Web. The TDS may be augmented with a Web enabler used to deliver the tests over the Internet. In many cases, producers distribute two different versions of the same TDS: one to deliver tests either on single computers or on a LAN and the other to deliver tests over the WWW (World Wide Web). This is the policy adopted, for instance, by Cogent Computing Co. (2004) with CQuest LAN and CQuest Net. The TMS and TDS modules may be integrated in a single application as, for instance, Perception developed by Question Mark Computing (2004), or may be delivered as separate applications as it occurs for MicroTest and MicroGrade developed by Chariot Software Group (2004).

scholarly journals The Possible Role of the English Word Power (EWP) Program in Motivating ICT Foundation Students to Learn English at a University of Technology in South Africa

2021 ◽  
Vol 10 (5) ◽  
pp. 28
Author(s):  
Thembeka Shange
Keyword(s):  
South Africa ◽  
Student Learning ◽  
English Word ◽  
Learning Activities ◽  
Future Research ◽  
Computer Assisted ◽  
Language Programs ◽  
University Of Technology ◽  
Computer Based

This study reports on the possible role of the English Word Power (EWP) program in motivating ICT Foundation students to learn English at a University of Technology in South Africa. Current research indicates that computer-assisted language programs increase motivation and increase enjoyment of learning activities, but no study in South Africa has been conducted on whether this is the case with the EWP program. A qualitative approach was adopted. The sample comprised 44 purposefully selected student observations (n = 44); and five students completed journals. The findings from student observations indicate that they were enthusiastic about the program and that they enjoyed it. The findings from the journals show that students were unsure about certain instructions used in the program and they were too preoccupied with getting the correct answers. It is concluded that ICT Foundation students are positively motivated by the EWP program because, for most of them, learning by means of computers is a new experience in terms of their previous schooling backgrounds. This paves the way for further investigations in developing CALL programs that will have an impact on student learning. Future research should focus on whether similar computer-based programs like EWP do increase student learning.

A Computer-Assisted Approach for Conducting Information Technology Applied Instructions

2011 ◽  
pp. 31-44
Author(s):  
Hui-Chun Chu ◽  
Gwo-Jen Hwang ◽  
Pei-Jin Tsai ◽  
Tzu-Chi Yang
Keyword(s):  
High School ◽  
Information Technology ◽  
Junior High School ◽  
Learning Process ◽  
Information Technologies ◽  
Computer Assisted ◽  
The Novel ◽  
Course Content ◽  
Novel Approach ◽  
Network Technologies

The growing popularity of computer and network technologies has attracted researchers to investigate the strategies and the effects of information technology applied instructions. Previous research has not only demonstrated the benefits of applying information technologies to the learning process, but has also revealed the difficulty of applying them effectively. One of the major difficulties is due to the lack of an easy-to-follow procedure for inexperienced teachers to design course content with proper use of suitable information technologies. In this paper, a model for conducting information technology applied instructions is proposed. The novel approach can assist teachers in designing information technology applied course content based on the features of subject materials and the learning status of the students. An experiment on a Chemistry course in a junior high school was conducted to evaluate the performance of our novel approach.

Impact of Two Course Content Delivery Systems on Student Learning

2010 ◽  
Author(s):  
Darren H Jarboe ◽  
D Raj Raman ◽  
Katrina L Christiansen
Keyword(s):  
Student Learning ◽  
Content Delivery ◽  
Delivery Systems ◽  
Course Content

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.

scholarly journals Using Information Technology; Efforts in Overcoming Student Learning Difficulties

2021 ◽  
Vol 1779 (1) ◽  
pp. 012071
Author(s):  
Dewi Tumatul Ainin ◽  
Yuli Amaliyah ◽  
Moh. Rifa’i ◽  
Suhartatik ◽  
Nur Laila ◽  
...  
Keyword(s):  
Information Technology ◽  
Student Learning ◽  
Learning Difficulties

TECHNOLOGY IN THE TEACHING OF NEUROSCIENCE: ENHANCED STUDENT LEARNING

2003 ◽  
Vol 27 (3) ◽  
pp. 146-155 ◽  
Author(s):  
John D. Griffin
Keyword(s):  
Student Learning ◽  
Group Learning ◽  
Education Technology ◽  
Technology Enhanced Learning ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Hands On ◽  
Computer Based ◽  
Enhanced Learning ◽  
Enhance Student Learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

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