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Using Measurement To Drive Instructional Design: Experience From Two Years Of E-Learning In A General Education Science Course
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, , , , Penn State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In a course redesigned for web delivery, emphasis was placed in changing the assessment of student learning from a system of closed-book quizzes, mid-term examinations, and final exam to a system of open-book, weekly examinations and a semester-long paper development. The testing tool included rich item types as well as complete statistical information about test questions, information that was used to make adjustments to the course itself. It is shown that the integrity of the quiz database has not been compromised, over the two years it has been employed. We discuss the impact on learning of selected interventions and offer guidance for individuals that may be starting down this road.

Citation

Locklin, R., Rzasa Zappe, S., Ray, P. & Howell, P. (2005). Using Measurement To Drive Instructional Design: Experience From Two Years Of E-Learning In A General Education Science Course. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 369-374). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2019 from .

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Cited By

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  • Using Quiz Results Effectively.

    Yasuko Namatame, Hiroshima International University, Japan; Maomi Ueno, The University of Electro-Communications, Japan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 241–249

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