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Book Chapter: Exploiting computerized adaptive testing for self-directed learning

TitleExploiting computerized adaptive testing for self-directed learning
Authors
Issue Date2013
PublisherSpringer
Citation
Exploiting computerized adaptive testing for self-directed learning. In Mok, MMC (Ed.), Self-directed learning oriented assessments in the Asia-Pacific, p. 257-280. Dordrecht, Netherlands: Springer, 2013 How to Cite?
AbstractSelf-directed learning enables learners to take responsibility for and to design their own learning-related activities. Frequent assessments facilitate self-directed learners to monitor learning regularly. Often, quizzes with multiple-choice (MC), true-false, or fill-in-the-gap items are a quick way of gathering information on the strengths and weakness of learners. Although with limitations, such kinds of items can assess both low-level (e.g., fact recall and comprehension) and high-level (e.g., application, analysis, and evaluation) thinking and are particularly suitable for online computerized testing, largely because they can be scored by computers. This chapter starts with an introduction to traditional paper-and-pencil testing, followed by computer-based testing, and six commonly used test delivery models. Then, key features, underlying measurement theory, major steps, and constructions of computerized adaptive testing, are described. This chapter ends with some concluding remarks and discussion of future developments of CAT.
Persistent Identifierhttp://hdl.handle.net/10722/161133
ISBN

 

DC FieldValueLanguage
dc.contributor.authorHsu, CCLen_US
dc.contributor.authorZhao, Yen_US
dc.contributor.authorWang, WCen_US
dc.date.accessioned2012-08-16T06:38:35Z-
dc.date.available2012-08-16T06:38:35Z-
dc.date.issued2013en_US
dc.identifier.citationExploiting computerized adaptive testing for self-directed learning. In Mok, MMC (Ed.), Self-directed learning oriented assessments in the Asia-Pacific, p. 257-280. Dordrecht, Netherlands: Springer, 2013en_US
dc.identifier.isbn9789400745063en_US
dc.identifier.urihttp://hdl.handle.net/10722/161133-
dc.description.abstractSelf-directed learning enables learners to take responsibility for and to design their own learning-related activities. Frequent assessments facilitate self-directed learners to monitor learning regularly. Often, quizzes with multiple-choice (MC), true-false, or fill-in-the-gap items are a quick way of gathering information on the strengths and weakness of learners. Although with limitations, such kinds of items can assess both low-level (e.g., fact recall and comprehension) and high-level (e.g., application, analysis, and evaluation) thinking and are particularly suitable for online computerized testing, largely because they can be scored by computers. This chapter starts with an introduction to traditional paper-and-pencil testing, followed by computer-based testing, and six commonly used test delivery models. Then, key features, underlying measurement theory, major steps, and constructions of computerized adaptive testing, are described. This chapter ends with some concluding remarks and discussion of future developments of CAT.-
dc.languageengen_US
dc.publisherSpringeren_US
dc.relation.ispartofSelf-directed learning oriented assessments in the Asia-Pacificen_US
dc.titleExploiting computerized adaptive testing for self-directed learningen_US
dc.typeBook_Chapteren_US
dc.identifier.emailZhao, Y: myzhao@hku.hken_US
dc.identifier.doi10.1007/978-94-007-4507-0_14-
dc.identifier.hkuros203306en_US
dc.identifier.spage257-
dc.identifier.epage280-
dc.publisher.placeDordrecht, Netherlands-
dc.customcontrol.immutableyiu 130904-

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