Upload
georgiy-gerkushenko
View
1.623
Download
3
Tags:
Embed Size (px)
DESCRIPTION
Citation preview
1
G E O R G I Y G . G E R K U S H E N K O P H D , A S S O C I A T E P R O F E S S O R
R U S S I A N F E D E R A T I O N , V O L G O G R A D S T A T E T E C H N I C A L U N I V E R S I T Y , D E P A R T M E N T O F " C O M P U T E R - A I D E D D E S I G N A N D S E A R C H E N G I N E
D E S I G N "
2 0 . 0 5 . 2 0 1 1
C H I N A , C H A N G C H U N , N E N U
COMPUTER-BASED ASSESSMENT
2
CONTENT
Defining of computer testing and its typesRequirements to testsAlgorithm of tests creationUnited state exam in Russia
3
DEFINITION
A Computer-Based Assessment (CBA), also known as Computer-Based Testing (CBT), e-assessment, computerized testing and computer-administered testing, is a method of administering tests in which the responses are electronically recorded, assessed, or both. As the name implies, Computer-Based Assessment makes use of a computer or an equivalent electronic device such as a cell phone or PDA. CBA systems enable educators and trainers to author, schedule, deliver, and report on surveys, quizzes, tests and exams. Computer-Based Assessment may be a stand-alone system or a part of a virtual learning environment, possibly accessed via the World Wide Web.
4
Benefits of Computer-Based Testing
• Flexible Test Administration & Test Development
• Enhanced Test Security• Data-Rich Test Results• Advanced Item Types• Consistent & Reliable Scoring• Immediate Score Reporting• Enhanced Logistics
5
Classificationteststests
structurestructure Way of giving exercises
Way of giving exercises
Way of involvement
Way of involvement
Form of implementing
Form of implementing
Content and goalsContent and goals
homogeneoushomogeneous
heterogeneousheterogeneous
InteractiveInteractive
CombinedCombined
Increasing complexity
Increasing complexity
AdaptiveAdaptive
IndividualIndividual
GroupGroup
WritingWriting
MachineMachine
PersonalPersonal
SocialSocial
Progress Progress
Special testsSpecial tests ProgressProgress Tests of overall progress
Tests of overall progress
Sport achievements
Sport achievements
Functional possibilities
Functional possibilities Professional
suitability
Professional suitability DevelopmentDevelopment IntellectIntellect
6
Classification
more…
7
Classification
What kind of tests could you use on www.udutu.com ?
Adobe Captivate 5
8
Classification
Type of evaluation:Objective type tests (on the base of
comparing answers with an etalon)
Recognition level Reproduction level Heuristic (creative) level
Subjective type tests (free form of answering – problem solving, practice e tc.)
9
Classification
InputPreliminary CurrentTopicalTransitional Final
10
CRITICAL PROPERTIES
VALIDITY– equivalence of test exercises to learning content and test results.
RELIABILITY.Test is reliable if we can see the same results for each person after second time of the same testing
11
Rules for test developing
Reasonable choice of scale for evaluation test results
The quantity of exercises should be 30–40 for science subjects and twice more for humanitarian ones
The quantity of exercises in a data base should be 10 times more then in one test (so 300-400 exercises).
12
Student should be informed about the quantity of exercises and time limit
Student should have opportunity to do demonstrative test at least one time before starting the attestation test. It is important for introduction the interface of testing program and ways of answering.
Rules for tests giving
13
During testing there should be only one exercise on the screen
The way of answering should be simple and comfortable
Rules for tests giving
14
Students opportunities during testing:
To submit each answer;
To correct answers before submission the answer;
To skip exercises more then one time;
15
To click the instruction for answering anytime;
To see the result immediately after finishing test.
Students opportunities during testing:
16
The main part of exercise is one sentence no more then 7-8 words
All the answers for one question should be approximately the same size
All the distractors should be the same for student who does not know the correct answer
There should not exist partly correct distractors which can become the correct answer in some conditions
Rules for test designing
Requirements to test exercises17
181111
The content of exercise should not contain repetitions or double negation
Each test exercise should be related with concrete fact, principle or skill
Test exercise should not contain subjective opinion of creator
18
Requirements to test exercises
There should not be unintentional hints or slang words
The time of showing exercise on the screen is 1,5 - 2 minutes.
In each open exercise the quantity of distractors should be 4 or 6, but in exercises for correspondence they should be twice more
19
Requirements to test exercises
Test exercise should be a narration (questions why, how, which etc. are not used).
Do not use words like “sometimes”, “often”, “always”, “big”, “small”, “many” etc.
20
Requirements to test exercises
The key word or definition should be in the first part of an exercise
It is better to make long exercise and short distractors than contrary
Stages of tests creationStages of tests creation
CHOOSING THE RESULTCHOOSING THE RESULT
STRUCTURING THE LEARNING CONTENTSTRUCTURING THE LEARNING CONTENT
SPECIALISING TEST EXCERSISES SPECIALISING TEST EXCERSISES
DESIGNING A TESTDESIGNING A TEST
21
Stages of tests creation(CONTINUED)
Stages of tests creation(CONTINUED)
EXPERTISING EXERSISES AND TESTEXPERTISING EXERSISES AND TEST
CORRECTION A TEST CORRECTION A TEST
ORGANISING A BASE OF TEST EXERSISESORGANISING A BASE OF TEST EXERSISES
CORRECTION OF EXERSISESCORRECTION OF EXERSISES
EVALUATING A TEST VALIDITYEVALUATING A TEST VALIDITY
22
Stages of tests creation(END)
Stages of tests creation(END)
ORGANISING EXPERIMENTAL TESTING ORGANISING EXPERIMENTAL TESTING
CORRECTION OF A TEST DATAS AND SCALE OF EVALUATIONCORRECTION OF A TEST DATAS AND SCALE OF EVALUATION
SERTIFICATION SERTIFICATION
PRELIMINARY SCALINGPRELIMINARY SCALING
23
24
United state exam (Russia)