Computer Assisted Assessment. Research into E-Assessment

Name: Computer Assisted Assessment. Research into E-Assessment | 18th International Conference, CAA 2015, Zeist, The Netherlands, June 22-23, 2015. Proceedings
Brand: Springer
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18th International Conference, CAA 2015, Zeist, The Netherlands, June 22-23, 2015. Proceedings

Eric Ras Desirée Joosten-ten Brinke(Editor)

Springer (Publisher)

Published on 23. December 2015

X, 155 pages

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978-3-319-27704-2 (ISBN)

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Content

Intro
Preface
Organization
Contents
The Psychometric Evaluation of a Summative Multimedia-Based Performance Assessment
Abstract
1 Introduction
2 Design and Development
3 Method
3.1 Participants
3.2 Materials
3.3 Procedure
4 Results
4.1 MBPA Performance
4.2 Hypotheses Testing
5 Discussion and Conclusion
References
A Method for Generating Nonverbal Reasoning Items Using n-Layer Modeling
Abstract
1 Introduction
2 Item Modeling and the Problem with Cloning
3 n-Layer Item Modeling: A Method to Address the Limitations of Cloning
4 Purpose of Study
5 Method
5.1 Nonverbal Reasoning Item Type
5.2 n-Layer Item Modeling Procedure
5.3 Item Generation with IGOR
6 Results
7 Conclusions
7.1 Directions for Future Research
Acknowledgments
References
Computer Adaptive Assessment for Learning in a Virtual Learning Environment
Abstract
1 Research Goal and Theoretical Framework
2 Research Method
2.1 Respondents
2.2 The Learning Modules and Learning Environment
2.3 Data Collection
2.4 Analysis
3 Intended Results and Contribution to Practice
References
Testing Competences Worldwide in Large Numbers
Abstract
1 Introduction
1.1 Testing Competences
1.2 Worldwide Examination
1.3 Large-Scale Assessments
2 The ISO/IEC 17024:2012 Standard
2.1 Compliance with ISO/IEC 17024:2012
3 Example: EXIN Agile Scrum Master
3.1 Certification Scheme
4 Discussion
References
The Success Factor in Assessment: Motivation or Playing? A Case Study in Gamification
Abstract
1 Introduction
2 Method
3 Findings
4 Conclusion and Discussion
References
A Practical Procedure for the Construction and Reliability Analysis of Fixed-Length Tests with Rando ...
Abstract
1 Introduction
1.1 Background
2 A Proposal for a Testing Procedure in Higher Education
2.1 Assumptions
2.2 Proposed Structure of an Item Bank
2.3 Number of Test Items for an Item Bank
2.4 Level of Difficulty for Test Items
3 Estimating the Level of Difficulty for a Test
3.1 Correction for Difficulty Levels Between Students
4 Test Reliability
4.1 Lopez-Cronbach's Alpha
4.2 KR20
4.3 Test Reliability for Individual Students
4.4 Simulations for Estimating the Accuracy of Calculated Reliability Parameters
4.5 Results of the Simulation
4.6 Conclusion of the Simulation
5 Conclusion
5.1 Further Research
5.2 Practical Implications
References
Tomb of Osiris: Gamifying the Assessment of Collaborative Complex Problem Solving Skills on Tangible ...
Abstract
1 The MicroDYN Approach with Tangible User Interfaces
2 Game Design
2.1 Overview
2.2 Elements of Game Flow
2.3 Compromises Regarding Game Design
3 Game Implementation
4 Discussions and Future Work
References
Comparative Judgment Within Online Assessment: Exploring Students Feedback Reactions
1 Introduction
2 Theoretical Framework
3 Research Methods
3.1 Setting up CJ
3.2 Setting up the Interviews
4 Results and Main Conclusions
5 Implications to Research and Practice
References
Automatically Generated Metrics for Multilingual Inline Choice Questions on Reading Comprehension
Abstract
1 Introduction
2 Related Research
2.1 The Identification of Gaps in the Text
2.2 Distractor Generation
2.3 Features of Assessment Items that Impact Item Difficulty
3 Inline Choice Item Generation
3.1 Gap Identification in the Text
3.2 Distractor Creation
4 Attaching Metrics to the Inline Choice Items
4.1 Text Difficulty Metrics
4.2 Gap Disparity
5 Experimentation with the System
5.1 The Text Corpus for the Creation of Test Items
5.2 Manual and Automatic Creation of Gaps and Distractors
5.3 Text and Term Difficulty
5.4 Gap Dispersity
6 Conclusion
Acknowledgements
References
A Perspective on Computer Assisted Assessment Techniques for Short Free-Text Answers
1 Introduction
2 Nature of Data and Tasks
3 Techniques
3.1 Natural Language Processing (NLP)
3.2 Information Extraction and Pattern Matching
3.3 Machine Learning
3.4 Document Similarity
3.5 Clustering
4 Evaluation
5 Discussion
6 Conclusion
References
Detecting Cascading Errors in Mathematic Exercises
1 Introduction
2 Unit Testing
3 Exercise Design
3.1 Covering the Solution Space
3.2 User Interface
4 Exercise Implementation
4.1 Comparing Mathematic Expressions
5 Conclusion
References
Understanding the Role of Time on Task in Formative Assessment: The Case of Mathematics Learning
Abstract
1 Introduction
2 Framework
2.1 Computer Assisted Formative Assessment
2.2 Dispositional Learning Analytics
3 Method
3.1 Educational Context
3.2 E-tutorial MyMathLab
3.3 LA Dispositions Instruments
3.4 Procedures
4 Results
4.1 Descriptive Statistics and Correlations
4.2 Partial Linear Prediction Models
4.3 Time on Task and Academic Performance
4.4 Learning Dispositions and Academic Performance
5 Conclusions and Implications
Acknowledgements
References
Towards Policy on Digital Summative and Formative Assessment
Abstract
1 Introduction
1.1 Theoretical Framework
1.2 Research Questions
2 Method
3 Results
4 Conclusion
5 Discussion
References
Maximising Student Success with Automatic Formative Feedback for Both Teachers and Students
Abstract
1 Introduction
2 OpenMentor
2.1 Transferring OpenMentor to Other UK Universities
2.2 Further Empirical Studies
3 Automated Feedback Direct to Students
3.1 Implications
4 Conclusions
References
Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students
Abstract
1 Introduction
2 Methods
3 Results
4 Discussion
References
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Computer Assisted Assessment. Research into E-Assessment

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