COMPUTER-BASEDASSESSMENT 1 GEORGIY G. GERKUSHENKO P H D , A S S O C I AT E P R O F E S S O R RUSSIAN FEDERATION, VOLGOGRAD STATE TECHNICAL UNIVERSITY,DEPARTMENT OF "COMPUTER -AIDED DESIGN AND SEARCH ENGINE DESIGN" 20.05.2011 CHINA, CHANGCHUN, NENU
CONTENT 2 Defining of computer testing and its types Requirements to tests Algorithm of tests creation United state exam in Russia
DEFINITION 3 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.
Benefits of Computer-Based Testing 4 • Flexible Test Administration & Test Development • Enhanced Test Security • Data-Rich Test Results • Advanced Item Types • Consistent & Reliable Scoring • Immediate Score Reporting • Enhanced Logistics
Classification tests 5 structure Way of giving Way of Form of Content and goals exercises involvement implementing homogeneous Combined Individual Writing Personal heterogeneous Increasing Group Machine Social complexity Interactive Progress Adaptive Special tests Progress Tests of overall progress Sport Functional Professional Development Intellectachievements possibilities suitability
Classification 7 Adobe Captivate 5 What kind of tests could you use on www.udutu.com ?
Classification 8Type 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.)
Classification 9 Input Preliminary Current Topical Transitional Final
CRITICAL PROPERTIES 10 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
Rules for test developing 11 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).
Rules for tests giving 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
Students opportunities during testing: 14 To submit each answer; To correct answers before submission the answer; To skip exercises more then one time;
Students opportunities during testing: 15 To click the instruction for answering anytime; To see the result immediately after finishing test.
Rules for test designing 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
Requirements to test exercises 1718 1111 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
Requirements to test exercises 18 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
Requirements to test exercises 19 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.
Requirements to test exercises 20 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 creation CHOOSING THE RESULT STRUCTURING THE LEARNING CONTENT SPECIALISING TEST EXCERSISES DESIGNING A TEST 21
Stages of tests creation (CONTINUED) EVALUATING A TEST VALIDITY EXPERTISING EXERSISES AND TEST CORRECTION A TESTORGANISING A BASE OF TEST EXERSISES CORRECTION OF EXERSISES 22
Stages of tests creation (END) PRELIMINARY SCALING ORGANISING EXPERIMENTAL TESTINGCORRECTION OF A TEST DATAS AND SCALE OF EVALUATION SERTIFICATION 23