
Using Measurement To Drive Instructional Design: Experience From Two Years Of E-Learning In A General Education Science Course
PROCEEDINGS
Ralph Locklin, Sarah Rzasa Zappe, Pat Ray, Paul Howell, 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 March 2, 2021 from https://www.learntechlib.org/primary/p/21198/.
© 2005 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Cizek, G.J. (1999). Cheating on Tests: How to do it, detect it, and prevent it. Lawrence Erlbaum, Mahwah, NJ. Locklin, R.H. Wiesner A.J. And Howell, P.R “Redesigning Courses for the Web: How Measurement Can Inform the Process”. Proceedings of E-Learn 2004. © Association for the Advancement of Computing in Education. (2004), P. 382-387.
- Pintrich, P R. (1995) Understanding Self-Regulated Learning. New Drections for Teaching and Learning (63): Jossey-Bass: San Francisco Procrastination Research Group. Dr. T.A. Pychyl © 2001 http://ernest.carleton.ca/~tpychyl/index.html
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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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