You are here:

Redesigning Courses for the Web: How Measurement Informs the Process
PROCEEDINGS

, , , Pennsylvania State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: There is no shortage of published information that describes and discusses tactics for recasting college level courses for web delivery. However, much of this literature is silent on the measurement aspects of course redesign. Features of web based testing software are impressive and numerous so that decisions about how to evaluate student performance have become more complex and as a consequence may need more specialized support. The goals of this paper are 1.) to discuss how a measurement perspective helps course planning; 2.) to describe the role played by measurement professionals in the redesign of one course; and 3.) to identify some new developments in testing and theory that may argue for measurement expertise to be incorporated into course redesign in the future. Taking lessons that are being learned in large scale assessments, we conclude that there is a growing need to increase the attention paid to measurement issues when courses are redesigned for deployment on the web.

Citation

Locklin, R., Wiesner, A. & Howell, P. (2004). Redesigning Courses for the Web: How Measurement Informs the Process. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 382-387). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References