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Education & Language - Learning & Instruction | Item Banking: Interactive Testing and Self-Assessment

Item Banking: Interactive Testing and Self-Assessment

Series: Nato ASI Subseries F:, Vol. 112

Leclercq, Dieudonné, Bruno, James E. (Eds.)

Softcover reprint of the original 1st ed. 1993, VIII, 268 p.

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Assessment has long been recognized as a key feature in learning efficacy, especially through formative evaluation. Item banking, the storage and classification of test items, is an essential part of systematic assessment. This volume is based on a NATO Advanced Research Workshop held as part of the Special Programme on Advanced Educational Technology. The workshop brought together scholars from around the world to discuss and critically analyze the issues and problems associated with Subjective Probability Measurement (SPM) or the more generic research area called self-assessment. Recent advances in computer technology (expert systems, interactive video disks, and hypermedia) along with the developing sophistication of self-assessment scoring systems based on SPM made this conference particularly important and timely. The book is divided into three main parts: - The input: item banking and hypermedia - The process: subjective probabilities - The output: teaching and learning feedbacks. In summary, although SPM is a difficult theoretical concept for most educators to comprehend, the sophisticated nature of modern computer systems coupled with comprehensive formative and summative evaluation and self-assessment systems make SPM transparent to the user.

Content Level » Research

Keywords » Educational Evaluation - Educational Feedback - Hypermedia - Hypermedien - Interactive Testing - Interaktives Testen - Item Banking - Selbstbeurteilung - Self-assessment - Subjective Probability Measurement - Wissensbank - expert system - learning - subjektive Wahrscheinlichkeitsmessung

Related subjects » Database Management & Information Retrieval - Learning & Instruction

Table of contents 

I. The Input: Item Banking and Hypermedia.- Editors’ Introduction.- I. The Input: Item Banking and Hypermedia.- New Technology Implementation: Item Banking in Holland.- An Item Banking Service: Pre-Project for a National System of Evaluation Tools.- Analogical Evaluation Helps to Individualize Instruction.- Hypermedia: Teaching Through Assessment.- Graphics and Verbal Items in Item Banking: Are They Really Needed?.- Adaptive testing: contribution of the SHIVA model.- Using Interactive Videodisc for the Assessment of Adult Learning Styles.- II. The Process: Subjective Probabilities.- In Pursuit of the Fallacy: Resurrecting the Penalty.- Subjective Uncertainty and the Structure of the Set of all Possible Events.- Validity, Reliability, and Acuity of Seif-Assessment in Educational Testing.- The Development and Evaluation of ELI, an Interactive Elicitation Technique for Subjective Probability Distributions.- A Computer Environment to Develop Valid and Realistic Predictions and Self-Assessment of Knowledge with Personal Probabilities.- The Dependability of Test Scores: Generalizability Theory and Hierarchical Linear Models.- III. The Output: Teaching and Learning Feedbacks.- Human Self-Assessment: Theory and Application to Learning and Testing.- Using Testing to Provide Feedback to Support Instruction: A Reexamination of the Role of Assessment in Educational Organizations.- The TASTE Approach: General Implicit Solutions in Multiple Choice Questions (MCQs), Open Books Exams and Interactive Testing.- Self-Confidence Assessment During Computer-Assisted Testing in Histology.- Distance Interactive Testing.- The Impact of Interactive Computer Based Instruction with Digitized Audio on Low Literate Adult Learners.- Participants and Contributors.

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