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Browsing by Subject: Assessment

  1. Effectiveness of adaptive assessment versus learner control in a multimedia learning system

    Ching-Huei Chen & Shu-Wei Chang, National Changhua University of Education, Taiwan

    Journal of Educational Multimedia and Hypermedia Vol. 24, No. 4 (October 2015) pp. 321–341

    The purpose of this study was to explore the effectiveness of adaptive assessment versus learner control in a multimedia learning system designed to help secondary students learn science. Unlike... More

    pp. 321-341

  2. How 7th Grade Students are Using Resources for Learning in an Online Science Course

    Diane Mayse, University of Nebraska Lincoln (Dissertation Research), United States

    Journal of Online Learning Research Vol. 1, No. 3 (December 2015) pp. 337–363

    In this study 7th grade students were observed completing a series of lessons in an online science course to explore their thinking and strategies for using curriculum resources for learning, their... More

    pp. 337-363

  3. e-SEAT: an electronic framework for evaluating e-assessment systems

    Upasana Singh, UKZN, Westville, United States; Ruth de Villiers, University of South Africa, South Africa

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1959–1968

    This paper reports on the findings of mixed-methods action research, whereby an interactive electronic framework named e-SEAT (electronically Selecting and Evaluating e-Assessment Tools) was... More

    pp. 1959-1968

  4. A new approach for assessment of the learnability of Business Simulation Games

    Andrej Jerman, Jozef Stefan Institute, Slovenia

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1675–1685

    Serious games have been demonstrated to provoke active learners’ involvement through exploration, experimentation, competition and co-operation. As a part of serious games, business simulation... More

    pp. 1675-1685

  5. Current Technology in Vocational Evaluation: Web-based Instructional Resources

    William Garner, University of Arkansas at Little Rock, United States

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1206–1211

    This review delves into detail for professionals, in many fields, who may have limited awareness of web-based assessment instruments and resources, but could benefit from utilizing these assets. ... More

    pp. 1206-1211

  6. Online Assessment Recording System Supports Data-Based Decisions on Student Numeracy

    David Pugalee, Center for STEM Education, UNC Charlotte, United States; Michelle Stephan & Christine Robinson, UNC Charlotte, United States

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 956–959

    Teachers using a web-based elementary mathematics assessment system focused on students’ understanding of number concepts have the flexibility to assess students at multiple time points with... More

    pp. 956-959

  7. Authentic Assessment With Livescribe

    Shelbie Witte & Amy Piotrowski, Florida State University, United States

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 821–824

    This paper describes how Livescribe smartpens have been used to authentically assess student learning both in the middle school language arts classroom and in a teacher education course. By... More

    pp. 821-824

  8. A K-12 Moodle User Community: A Seven Year Comparison

    Patricia Carlson, Ryan Smith, Robert Jackson & Micah Williams, Rose-Hulman Institute of Technology, United States

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 226–236

    Abstract: We report on the recent activities of PRISM, an electronic hub to support integration of digital resources into K – 12th-grade STEM classrooms for Indiana teachers. Specifically, this... More

    pp. 226-236

  9. Assessment of Learning Outcomes of Knowledge Construction: Criteria for Process and Product of Knowledge Advancement

    Yukari Makino, Faculty of Informatics, Kansai University, Japan

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 210–219

    This paper presents a framework for the assessment of learning outcomes in knowledge construction based on theoretical studies in rhetoric and argumentation. The assessment criteria of the Message ... More

    pp. 210-219

  10. Developing Scientific Content, Pedagogy, and Teacher Confidence in Blended Learning Environments

    Lori Fulton & Jon Yoshioka, University of Hawaii at Manoa, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1765–1770

    Online and blended/hybrid learning environments are steadily increasing in all areas of education, including becoming part of courses that typically require a high level of socially constructed... More

    pp. 1765-1770

  11. Using Cal Poly Pomona's Blackboard E-Learning Environment to Teach Capstone Design Courses

    Kevin Anderson, Mechanical Engineering Cal Poly Pomona, United States; Jawaharlal Mariappan, Cal Poly Pomona, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1690–1695

    This paper will present the use of Cal Poly Pomona's Blackboard E-based Learning Center to teach capstone senior level design courses. This paper shows examples of how the Blackboard Learning... More

    pp. 1690-1695

  12. Hybrid vs. Online: Research findings from an elementary evaluation course.

    Michael Connell, University of Houston-Downtown, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1222–1226

    This research compares student data from two instructional modalities used in an undergraduate elementary evaluation course, Assessment and evaluation of children, taught by the same instructor. ... More

    pp. 1222-1226

  13. Impact of Open Social Student Modeling on Self-Assessment of Performance

    Sibel Somyürek, Gazi University, Turkey; Peter Brusilovsky, University of Pittsburgh, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1181–1188

    This study examines the impact of Open Student Modeling (OSM) and its extension known as Open Social Student Modeling (OSSM) on students’ self-assessment of their SQL programming performance. It... More

    pp. 1181-1188

  14. Serious Games: Learner Assessment in Serious Game Design, a Framework for Assessment Metric Identification and Integration in the Game Mechanic

    Ilenius Ildephonce, Department of Computing - University of West Indies, Mona., Jamaica; Ezra Mugisa & Claudine Allen, Department of Computing - University of West Indies, Mona, Jamaica

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1115–1121

    Serious game design ignores the fact that learning and assessment go hand in hand. One learns by knowing he has learned and there has to be a measure to ascertain that learning has occurred and to ... More

    pp. 1115-1121

  15. Designing a tool to support teachers with the TPACK framework

    Fei Fang, Learning Technologies, College of Education & Human Development, University of Minnesota, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1079–1084

    As intended by Mishra and Koehler (2006), the TPACK framework has values in supporting teachers in teaching practices. However, it has been used primarily for teacher educators and researchers.... More

    pp. 1079-1084

  16. Assessing the quality of online and blended learning using the methodology of e-Maturity Model. A pilot study in adult education in Flanders

    Hilde Van Laer, CVO Antwerpen, Belgium; Koen DePryck, Yves Blieck & Chang Zhu, Vrij Universiteit Brussel, Belgium

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 955–964

    Managing quality and ensuring continuous quality improvement of existing and new blended learning programs in adult education is the main focus of the research presented in this paper. Adult... More

    pp. 955-964

  17. The Effect of Automated Essay Scoring Prompting Programs on High School Student's Writing Proficiencies

    Samuel Securro, Marshall University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 914–920

    Abstract: The investigation compared the effects of a generic automated essay practice program (Writing Roadmap, 2.0) and a specific online automated essay practice program (Westest 2 Practice) on ... More

    pp. 914-920

  18. The role of Personal Innovativeness and Previous Experience in explaining and predicting Mobile-based Assessment adoption

    Stavros Nikou & Anastasios A. Economides, University of Macedonia, Greece

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 866–871

    Mobile devices can deliver learning content and assessment “anywhere” and “anytime”, offering new opportunities for ubiquitous and personalized learning experiences. Despite the growing interest... More

    pp. 866-871

  19. Reframing social presence as driving principle of enhanced online educational experience

    Marius Boboc, Xiongyi Liu & Selma Koc, Cleveland State University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 749–752

    There has been heightened interest in identifying contextual factors that impact the design and implementation of high quality virtual learning settings. One of the attempts to extend the Community... More

    pp. 749-752

  20. A Case Study of Lessons Involving Online Peer Assessments of Oral Presentations

    Ayano Ohsaki, Okayama University, Japan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 648–653

    This paper aims to design lessons for the online peer assessment of oral presentations by proposing two instructional methods: (1) Preparation for peer assessments and (2) Lesson design for peer... More

    pp. 648-653