The document discusses various types of assessment questions that can be used for computer-aided assessment (CAA) and their suitability for different levels of Bloom's Taxonomy. It describes the advantages and disadvantages of true/false, matching, multiple choice, short answer, calculation, essay, "problem based", simulation, and performance questions. The document recommends that any CAA system developed by the university should be easy to use, supported, standards-based, secure, and scalable to meet the needs of assessing higher-order thinking skills.
The document discusses test development and evaluation reporting for a B.Ed program. It covers principles of reporting test results to parents, including using clear language and explaining scores. The purposes of reporting are to recognize student achievement, assist in identifying student potential, enable parental support, and help parents understand student strengths and weaknesses. Reporting methods can include parent-teacher conferences, written reports, parent meetings, and newsletters.
This document discusses various types of scaling scores used in educational testing and assessment. It begins by defining raw scores and derived scores. It then discusses three main types of derived scores: Z-scores (standard scores), T-scores (transformed scores), and C-scores. For each score type, it provides the meaning, calculation method, and examples of calculating the scores from raw scores. It concludes by discussing the utilities of each score type and providing some example problems for practice.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses the concept of the hidden curriculum. It begins by tracing the origin of the term to Phillip Jackson in 1968. It then provides several definitions of the hidden curriculum from various scholars that describe it as the unwritten and unintended lessons learned in school beyond the formal curriculum. The document also discusses theories around the hidden curriculum and implications, such as its role in socializing students and transmitting norms and values both intentionally and unintentionally. It concludes by stating that the hidden curriculum can be identified through social interactions in the school environment.
There are three main types of evaluation: formative, summative, and diagnostic. Formative evaluation monitors student learning during instruction to provide feedback. Summative evaluation is given at the end of a course to determine if learning objectives were met and assign grades. Diagnostic evaluation is given before instruction to identify student strengths and weaknesses. Evaluations are also categorized based on whether student performance affects others' grades. Criterion-referenced tests measure individual performance against standards, while norm-referenced evaluations compare performance to peers on the same test. Placement evaluation determines student prerequisite skills and best learning approach.
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
The document discusses test development and evaluation reporting for a B.Ed program. It covers principles of reporting test results to parents, including using clear language and explaining scores. The purposes of reporting are to recognize student achievement, assist in identifying student potential, enable parental support, and help parents understand student strengths and weaknesses. Reporting methods can include parent-teacher conferences, written reports, parent meetings, and newsletters.
This document discusses various types of scaling scores used in educational testing and assessment. It begins by defining raw scores and derived scores. It then discusses three main types of derived scores: Z-scores (standard scores), T-scores (transformed scores), and C-scores. For each score type, it provides the meaning, calculation method, and examples of calculating the scores from raw scores. It concludes by discussing the utilities of each score type and providing some example problems for practice.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses the concept of the hidden curriculum. It begins by tracing the origin of the term to Phillip Jackson in 1968. It then provides several definitions of the hidden curriculum from various scholars that describe it as the unwritten and unintended lessons learned in school beyond the formal curriculum. The document also discusses theories around the hidden curriculum and implications, such as its role in socializing students and transmitting norms and values both intentionally and unintentionally. It concludes by stating that the hidden curriculum can be identified through social interactions in the school environment.
There are three main types of evaluation: formative, summative, and diagnostic. Formative evaluation monitors student learning during instruction to provide feedback. Summative evaluation is given at the end of a course to determine if learning objectives were met and assign grades. Diagnostic evaluation is given before instruction to identify student strengths and weaknesses. Evaluations are also categorized based on whether student performance affects others' grades. Criterion-referenced tests measure individual performance against standards, while norm-referenced evaluations compare performance to peers on the same test. Placement evaluation determines student prerequisite skills and best learning approach.
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
Jerome Bruner was an American psychologist who contributed significantly to cognitive psychology and educational psychology. He was one of the founders of constructivist learning theory. Bruner believed that classroom learning should proceed from the specific to the general, and that concepts are made up of attributes. He argued against Piaget's theory of cognitive development stages, saying that complex ideas can be taught simply at first and made more complex later through a spiral curriculum.
Measurement is all about the numbers and being able to quantify the performance or the abilities. Evaluation assists with using the data and information to judge success or failure. Evaluation can take place without numerical measurement as it measures performance.
The document discusses examination reforms in India. It outlines recommendations from various commissions and policies over time to reform examinations. Key recommendations include introducing continuous and comprehensive evaluation, reducing subjectivity, using objective tests and internal assessment, introducing grades instead of marks, reducing exam stress, and making examinations more flexible and transparent. The document also discusses the need for reforms such as focusing on higher-order thinking skills, reducing memorization, allowing for different learner types, and making question papers more innovative and assessment criteria more valid and reliable. Overall, the document advocates for significant reforms to the examination system in India to make it more student-centered, comprehensive, and aligned with the needs of the knowledge society.
This document discusses the political frame for analyzing organizations. It covers four key topics:
1. The political frame views organizations as coalitions among competing interest groups that must negotiate for scarce resources. Power and conflict are central aspects.
2. There are various sources of power in the political frame, including formal authority, control over resources and information, and informal networks and alliances.
3. Developing a political map involves identifying key influencers, communication channels, opportunities for mobilization, and anticipating others' strategies.
4. Building coalitions is important for achieving goals, which may require developing relationships with opponents through communication and negotiation.
The document discusses the system approach to education. It defines the system approach as a method to design, organize, and improve learning situations. A system includes inputs, processes, outputs, and feedback. In education, inputs include students, teachers, curriculum, etc. and outputs are student performance. The system approach aims to standardize outputs, plan inputs and processes, and use feedback to improve the system. It can help improve instruction, activities, training, resource use, planning, evaluation, and guidance. Overall, the system approach aims to enhance the quality of education.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
Types of test items and principles for constructing test items rkbioraj24
Types of test items and principles for constructing test items discusses various types of test items including oral tests, essay tests, short answer questions, and objective tests. It also outlines principles for constructing good test items such as ensuring validity, reliability, objectivity, comprehensiveness, and clarity. A good test should measure what it intends to measure, function consistently, yield objective scores, cover the entire syllabus, and have clear directions.
During the Muslim period from 1200-1757 CE:
- Education aimed to spread Islam and Muslim culture as well as impart morality and life skills. Knowledge was seen as a path to salvation.
- Primary education took place in maktabs, usually attached to mosques, teaching reading, writing, arithmetic, and memorizing the Quran.
- Higher education occurred in madrasas teaching both religious and secular subjects like literature, science, and philosophy. Education was patronized by rulers who built schools.
- Teaching methods emphasized memorization and oral transmission of knowledge. Educational opportunities increased during this period but were still limited for women and lower castes.
The document discusses grading in education systems. It provides details on:
1) The history of grading, beginning in 1785 at Yale University where grades were recorded as "Optimi", "second Optimi", and "Inferiores".
2) How grades are calculated today, including using letter grades, percentages, and grade point averages (GPA). GPA is used to assess students' performance over time.
3) International standards for grading and examples of grading systems from countries like the Philippines. The Philippines bases its system on models from Spain and the U.S. but has since developed its own system.
This document discusses the concept of assessment for learning. It provides definitions of assessment from various scholars that describe assessment as a process for gathering information about student learning to improve instruction and student outcomes. The nature of assessment is described as being embedded in the learning process and closely interconnected with curriculum and instruction. Assessment plays a role in informing teaching, guiding student progress, and checking achievement. It has multiple functions including monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
Assessment at Secondary and Higher Secondary level in Pakistan.Bint-e- Hawa
The document discusses assessment at the secondary and higher secondary level in Pakistan. It provides historical background on examinations before and after independence. There are currently 27 government boards and 2 private boards that administer exams. Exams include internal exams conducted by teachers and external exams administered by the boards in a standardized way. Results are tabulated and the system is evaluated, noting demerits like widespread cheating. Recommendations include using the SOLO taxonomy to improve exam quality and discourage rote learning.
The document discusses the mathematics curriculum and its organization. It defines curriculum as the sum of all student activities and experiences provided by the school. The key components of developing a mathematics curriculum include setting goals, planning learning experiences and content, and assessing outcomes. When organizing the curriculum, principles like logical and psychological order, correlation across topics and grades, and adapting to individual differences should be followed. Approaches to organizing the curriculum include the topical, spiral, logical-psychological, unitary, and integrated approaches.
This document discusses the history, meaning, definition, characteristics, elements, objectives, and need for evaluation in education. It traces the concept of evaluation to the 1930s as a reaction to narrow testing. Important figures like Tyler, Eurich, and Wrightstone broadened evaluation to include attitudes, interests, thinking, habits, and responsibilities. Evaluation determines the extent to which objectives and goals are achieved through continuous assessment of academic and non-academic subjects to improve the educational process, instruction, and student learning.
The document discusses the concept of "hidden curriculum" which refers to the unofficial and often unintended lessons learned by students in school beyond the formal academic curriculum. It is described as "hidden" because it is usually unexamined. The hidden curriculum includes the academic, social, and cultural environment of the school. The academic environment includes topics taught, teaching methods, and school structures/rules. The social environment refers to student-student and student-teacher relationships. The cultural environment includes the values and expectations promoted in the school. The implications of hidden curriculum is that it affects students' behaviors and perspectives, though often ignored, and its impact can vary between different school cultures. It is important to examine the hidden curriculum to improve the teaching
The document discusses the importance of educational research and characteristics of a good research problem. It notes that educational research is important for knowledge development, practical improvement, and informing policy. It also contributes to academic rewards, improving practices, facilitating learning, and verifying previous findings. A good research problem should be beneficial to society, have a compelling topic that supports multiple perspectives, generate research questions, and be achievable within time and budget constraints while being grounded in theory.
The document discusses matching test items which involve presenting a column of stimuli on the left side of the page and corresponding responses on the right side that students must match. It provides examples of matching test items and discusses advantages like allowing teachers to cover more content efficiently. Disadvantages include difficulty measuring higher-order learning objectives. Guidelines are provided for writing clear directions and using homogeneous, systematically ordered materials to construct effective matching items.
The document discusses multiple-choice tests, which are commonly used to measure student achievement. It describes the key parts of a multiple-choice question - the stem, correct answer, and distractors. Guidelines are provided for writing effective stems and options, including making distractors plausible and avoiding negative wording. Advantages include objective scoring and measuring a broad sample of content, while disadvantages are the time needed to construct good questions and the potential for guessing.
Jerome Bruner was an American psychologist who contributed significantly to cognitive psychology and educational psychology. He was one of the founders of constructivist learning theory. Bruner believed that classroom learning should proceed from the specific to the general, and that concepts are made up of attributes. He argued against Piaget's theory of cognitive development stages, saying that complex ideas can be taught simply at first and made more complex later through a spiral curriculum.
Measurement is all about the numbers and being able to quantify the performance or the abilities. Evaluation assists with using the data and information to judge success or failure. Evaluation can take place without numerical measurement as it measures performance.
The document discusses examination reforms in India. It outlines recommendations from various commissions and policies over time to reform examinations. Key recommendations include introducing continuous and comprehensive evaluation, reducing subjectivity, using objective tests and internal assessment, introducing grades instead of marks, reducing exam stress, and making examinations more flexible and transparent. The document also discusses the need for reforms such as focusing on higher-order thinking skills, reducing memorization, allowing for different learner types, and making question papers more innovative and assessment criteria more valid and reliable. Overall, the document advocates for significant reforms to the examination system in India to make it more student-centered, comprehensive, and aligned with the needs of the knowledge society.
This document discusses the political frame for analyzing organizations. It covers four key topics:
1. The political frame views organizations as coalitions among competing interest groups that must negotiate for scarce resources. Power and conflict are central aspects.
2. There are various sources of power in the political frame, including formal authority, control over resources and information, and informal networks and alliances.
3. Developing a political map involves identifying key influencers, communication channels, opportunities for mobilization, and anticipating others' strategies.
4. Building coalitions is important for achieving goals, which may require developing relationships with opponents through communication and negotiation.
The document discusses the system approach to education. It defines the system approach as a method to design, organize, and improve learning situations. A system includes inputs, processes, outputs, and feedback. In education, inputs include students, teachers, curriculum, etc. and outputs are student performance. The system approach aims to standardize outputs, plan inputs and processes, and use feedback to improve the system. It can help improve instruction, activities, training, resource use, planning, evaluation, and guidance. Overall, the system approach aims to enhance the quality of education.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
Types of test items and principles for constructing test items rkbioraj24
Types of test items and principles for constructing test items discusses various types of test items including oral tests, essay tests, short answer questions, and objective tests. It also outlines principles for constructing good test items such as ensuring validity, reliability, objectivity, comprehensiveness, and clarity. A good test should measure what it intends to measure, function consistently, yield objective scores, cover the entire syllabus, and have clear directions.
During the Muslim period from 1200-1757 CE:
- Education aimed to spread Islam and Muslim culture as well as impart morality and life skills. Knowledge was seen as a path to salvation.
- Primary education took place in maktabs, usually attached to mosques, teaching reading, writing, arithmetic, and memorizing the Quran.
- Higher education occurred in madrasas teaching both religious and secular subjects like literature, science, and philosophy. Education was patronized by rulers who built schools.
- Teaching methods emphasized memorization and oral transmission of knowledge. Educational opportunities increased during this period but were still limited for women and lower castes.
The document discusses grading in education systems. It provides details on:
1) The history of grading, beginning in 1785 at Yale University where grades were recorded as "Optimi", "second Optimi", and "Inferiores".
2) How grades are calculated today, including using letter grades, percentages, and grade point averages (GPA). GPA is used to assess students' performance over time.
3) International standards for grading and examples of grading systems from countries like the Philippines. The Philippines bases its system on models from Spain and the U.S. but has since developed its own system.
This document discusses the concept of assessment for learning. It provides definitions of assessment from various scholars that describe assessment as a process for gathering information about student learning to improve instruction and student outcomes. The nature of assessment is described as being embedded in the learning process and closely interconnected with curriculum and instruction. Assessment plays a role in informing teaching, guiding student progress, and checking achievement. It has multiple functions including monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
Assessment at Secondary and Higher Secondary level in Pakistan.Bint-e- Hawa
The document discusses assessment at the secondary and higher secondary level in Pakistan. It provides historical background on examinations before and after independence. There are currently 27 government boards and 2 private boards that administer exams. Exams include internal exams conducted by teachers and external exams administered by the boards in a standardized way. Results are tabulated and the system is evaluated, noting demerits like widespread cheating. Recommendations include using the SOLO taxonomy to improve exam quality and discourage rote learning.
The document discusses the mathematics curriculum and its organization. It defines curriculum as the sum of all student activities and experiences provided by the school. The key components of developing a mathematics curriculum include setting goals, planning learning experiences and content, and assessing outcomes. When organizing the curriculum, principles like logical and psychological order, correlation across topics and grades, and adapting to individual differences should be followed. Approaches to organizing the curriculum include the topical, spiral, logical-psychological, unitary, and integrated approaches.
This document discusses the history, meaning, definition, characteristics, elements, objectives, and need for evaluation in education. It traces the concept of evaluation to the 1930s as a reaction to narrow testing. Important figures like Tyler, Eurich, and Wrightstone broadened evaluation to include attitudes, interests, thinking, habits, and responsibilities. Evaluation determines the extent to which objectives and goals are achieved through continuous assessment of academic and non-academic subjects to improve the educational process, instruction, and student learning.
The document discusses the concept of "hidden curriculum" which refers to the unofficial and often unintended lessons learned by students in school beyond the formal academic curriculum. It is described as "hidden" because it is usually unexamined. The hidden curriculum includes the academic, social, and cultural environment of the school. The academic environment includes topics taught, teaching methods, and school structures/rules. The social environment refers to student-student and student-teacher relationships. The cultural environment includes the values and expectations promoted in the school. The implications of hidden curriculum is that it affects students' behaviors and perspectives, though often ignored, and its impact can vary between different school cultures. It is important to examine the hidden curriculum to improve the teaching
The document discusses the importance of educational research and characteristics of a good research problem. It notes that educational research is important for knowledge development, practical improvement, and informing policy. It also contributes to academic rewards, improving practices, facilitating learning, and verifying previous findings. A good research problem should be beneficial to society, have a compelling topic that supports multiple perspectives, generate research questions, and be achievable within time and budget constraints while being grounded in theory.
The document discusses matching test items which involve presenting a column of stimuli on the left side of the page and corresponding responses on the right side that students must match. It provides examples of matching test items and discusses advantages like allowing teachers to cover more content efficiently. Disadvantages include difficulty measuring higher-order learning objectives. Guidelines are provided for writing clear directions and using homogeneous, systematically ordered materials to construct effective matching items.
The document discusses multiple-choice tests, which are commonly used to measure student achievement. It describes the key parts of a multiple-choice question - the stem, correct answer, and distractors. Guidelines are provided for writing effective stems and options, including making distractors plausible and avoiding negative wording. Advantages include objective scoring and measuring a broad sample of content, while disadvantages are the time needed to construct good questions and the potential for guessing.
The document outlines the key provisions of Republic Act No. 4670, also known as the Magna Carta for Public School Teachers in the Philippines. It declares the policy of promoting public school teachers' social and economic status, living/working conditions, terms of employment, and career prospects. The Act applies to all public school teachers except those in state university faculties. It defines teachers and guarantees their academic freedom, limits work hours to no more than 6-8 hours of teaching per day, provides free annual medical exams and treatment, grants study leave after 7 years, and ensures the right to organize. The Secretary of Education is tasked with enforcing the rules and regulations of the Act. Current issues surrounding it include pushing for shorter
This document discusses different types of test items that can be used to assess students, including matching, multiple choice, and essay questions. For matching questions, students match items in column A to column B. Multiple choice questions consist of a stem and a blank for the answer. Essay questions allow students to organize their thoughts on a subject and are used to assess higher-order thinking skills. When using essay questions, teachers should provide keywords, grading criteria, and a time limit to focus students' responses. It also recommends that teachers grade all answers to one question before moving to the next and do so without knowing the identity of the student.
The magna carta for public school teachersRey-ra Mora
This document outlines the Magna Carta for public school teachers which establishes policies for teacher recruitment, careers, compensation, benefits and protections. It covers requirements for teacher qualifications and degrees, probationary periods, tenure, codes of conduct, disciplinary procedures, salaries, health benefits, leave, retirement, freedom to organize in unions, and administration/enforcement of these policies. The goal is to ensure teachers receive equitable treatment, protection of rights, and compensation that compares favorably to other occupations requiring similar qualifications and training.
The document discusses matching type tests, which measure a learner's ability to identify relationships between sets of items. A matching type test presents two columns, with the first column (premises) numbered and the second column (responses) labeled with capital letters. It is effective for content with parallel concepts and can measure knowledge of terms and definitions, objects and labels, causes and effects, and other relationships. Advantages are objective measurement and comparing ideas, but it may overestimate learning due to guessing and be limited to lower understanding levels. The document provides rules for constructing matching type tests, such as putting more words in column A, arranging column B logically, using numbers for column A and letters for column B, and avoiding patterns in correct
This document summarizes the Magna Carta for Public School Teachers Act. The act aims to improve the social and economic status of teachers by promoting better living and working conditions, terms of employment, and career prospects. It defines teachers and establishes policies around recruitment, qualifications, tenure, transfers, discipline, salaries, benefits, health measures, injury compensation, leave, retirement, freedom of organization, and administration/enforcement. The act provides teachers protections and sets standards to ensure their profession compares favorably to other fields.
The document discusses the noble profession of teaching. It emphasizes that a great teacher is a great artist whose medium is the minds of their students. It then discusses the key points and features of the Magna Carta for Public School Teachers, also known as RA 4670, which was passed in 1966 to promote and improve the social, economic, and working conditions of public school teachers. The act provides protections for teachers, including due process rights and protections against improper transfers or dismissals. It also outlines various rights and benefits for teachers.
Assessment of Learning - Multiple Choice TestXiTian Miran
A powerpoint presentation about the Multiple Choice Test as one of the assessment strategies that can be used by teachers in assessing learners. Also, this includes the introduction, definition, advantages, and limitations of Multiple Choice Test.
1. The document is a 50-item final exam in Biological Science covering various topics and question types, including true/false, multiple choice, matching, fill-in-the-blank, analogy, rearrangement, and essay questions.
2. The exam tests knowledge of key biological concepts like the parts of the cell, theories of evolution and cell theory, scientists who made important contributions to the field, and classification of living things.
3. It aims to evaluate students' understanding of core ideas in biology as well as their ability to apply knowledge in different testing formats requiring recall, analysis, and explanation.
Republic act no. 4670 magna carta for public school teachersJared Ram Juezan
This document is the Magna Carta for Public School Teachers, a Philippine law passed in 1966. It aims to improve the social and economic status of public school teachers. Some key points:
- It defines teachers and establishes minimum educational qualifications for different levels of teaching.
- It provides for recruitment, tenure, transfers only with consent, disciplinary procedures, and prohibits discrimination.
- It limits teaching hours to 6 hours per day, with additional pay required for extra hours. It also requires additional pay for work beyond normal duties.
- It establishes criteria for salaries, including that they compare favorably to other occupations requiring similar qualifications.
Adaptive Testing, Learning Progressions, and Students with Disabilities - May...Peter Hofman
This document discusses options for developing adaptive tests that provide students with disabilities a valid opportunity to demonstrate their on-grade level knowledge and skills. It proposes three options: 1) using stage-adaptive testing where students take clusters of on-grade items before moving to off-grade items, 2) developing adaptive tests at finer grains like the strand or learning progression level, and 3) using simulations to optimize the item pool and algorithm. It also discusses challenges in using learning progressions for adaptation given their newness and lack of articulation in some areas.
1. Assessment refers to the methods used by educators to evaluate students' academic readiness, learning progress, skills, and needs. It is an ongoing process involving collecting, analyzing, and interpreting data.
2. Bloom's taxonomy classifies cognitive objectives into different levels including knowledge, comprehension, application, analysis, synthesis, and evaluation.
3. Common assessment methods mentioned include written responses, product ratings, performance tests, oral questioning, observation, and self-reports. Objective tests are suitable for lower levels while performance tests involve demonstrating a skill.
Ch. 11 designing and conducting formative evaluationsEzraGray1
The document discusses formative evaluation, which involves collecting data during instructional development to improve effectiveness. It describes the purposes and stages of formative evaluation, including collecting data from individual learners to identify errors and get feedback. The summary focuses on selecting representative learners, collecting data on clarity, impact and feasibility, and establishing rapport to get useful feedback from learners on instructional materials.
Sheet1Grading Rubric for Proposal Second DraftTotal Points Possibl.docxlesleyryder69361
Sheet1Grading Rubric for Proposal Second DraftTotal Points PossibleTotal Points EarnedCriteria:800Comments:Central Idea/Focus: Topic, purpose, and thesis are clear and identifiable in the introduction; all ideas consistently address this main idea without off-topic or irrelevant ideas. 100Support/Development of Ideas: Ideas are sufficiently developed for each point. Each section must have the main idea indicated by a topic sentence followed by properly attributed support from sources. Development of ideas anticipates reader objectives and responds appropriately. Evidence is varied and effective. Uses argumentative strategies and appeals to improve the logic and credibility of the presented ideas. 350Organization/Structure: The internal structure of a piece of writing, the thread of central meaning. All ideas are organized logically. Design elements such as the use of visuals, if present, are attributed and integrated with the text. 150APA Including Paper Format: Correct title page, headers, second page title, margins, alignment, spacing, font and size. In-text citations and a References page.100Grammar/Mechanics/Style: Grammar refers to correctness of language usage. Mechanics refers to conventional correctness in capitalization, punctuation, and spelling. Style includes word choice, sentence variety, clarity, and conciseness. Also, sentences vary in length and structure; ideas are clear, logical, and concise.100`
Sheet2
Sheet3
Library Research Assignment Introduction
Students will use the information, strategies, and research tools presented in the Library class presentations to complete a research assignment. Questions on the research strategies and tools should be directed to the Reference Librarians. Questions regarding due dates, point value for completion of the assignment, or appropriateness of topic selection should be directed to your instructor.Assignment Requirements
1. The annotated bibliography will contain 3-5 sources using astandard form/style (such as MLA or APA) for the reference citations.
2. Of the 3-5 sources in the annotated bibliography, at least 1 should be a book, 1 should be a periodical article, and 1 should be a world wide web source.
3. Each source listed will also include a 3-5 sentence annotation which will describe the relevance between the information in the source and the topic of the research.
4. The annotated bibliography should be typed single spaced with one inch margins top, bottom, left, and right.
5. A cover sheet giving the title/research topic, student name(s), and Comp 108 Instructor's name should be included.
1
2
Title
Name
Institution
This sample uses a problem-solution organizational pattern. Your approach to the organization of your project may differ. See the textbook for other sample organizational structures. Also review your professor’s feedback on assignments you’ve submitted.
Standardized Tests Sections III, IV, and V
The best plan to solve the problem of standard.
The document discusses ethical issues related to student grading practices. It notes that grading is a unique challenge in education and that unethical practices can range from obviously changing grades to more subjective inconsistencies in grading policies. The purpose of grading should be to accurately reflect student learning, though determining fair grading practices is an ongoing debate between standards-based and more subjective approaches.
The document examines the skills map, predictive modeling, and reports used by the Open Learning Initiative (OLI) platform. It finds several limitations in OLI's current approach, including inconsistencies introduced through manual skills map authoring and a lack of variation captured in the predictive model. Recommendations are provided to improve the skills mapping process, make the predictive model more robust, and enhance post-hoc reports for instructors.
Competency based learning: State of the U.S. K-12 marketNewSchools Ignite
CBL adoption in K-12 education in the US is still in early stages, with an estimated 4% of students currently enrolled in CBL programs. While CBL represents a fundamental shift in how education is organized and delivered, widespread adoption faces significant hurdles including pedagogical transformation, lack of supporting infrastructure and legacy structures. Key characteristics of successful CBL programs include positioning the student as the prime driver of learning, defining clear proficiencies, and allowing for personal learning pathways. A variety of technology platforms are emerging to support CBL, but none have yet achieved dominant market leadership due to the complexity of needed functionality.
The Rigor/Relevance Framework is a tool developed by the International Center for Leadership in Education to examine curriculum, instruction, and assessment. It is based on two dimensions: a thinking continuum involving Bloom's Taxonomy and an action continuum involving applying knowledge. Together these form four quadrants that characterize different types of student performance from simple recall to complex, unpredictable application of knowledge. The framework provides a common language to discuss making curriculum more rigorous and relevant.
This document discusses key concepts related to assessment of learning. It defines assessment, measurement, evaluation and testing. It outlines different modes of assessment including traditional, performance, and portfolio assessments. It also discusses types of assessment processes such as diagnostic, formative and summative assessments. Principles of quality assessment are outlined including clarity, appropriateness, validity, reliability, fairness, and practicality. Different methods of developing tests are also discussed such as identifying objectives, determining test type, constructing items, and validating tests.
Evaluation: Determining the Effect of the Intervention Ijaz Ahmad
This document discusses evaluation in the instructional design process. It defines assessment, measurement, and evaluation, and explains the purpose and goals of learner evaluation. The development of learner evaluations involves examining instructional goals and objectives to determine the intended change and criteria for success. Validity and reliability are also important concepts. Evaluations can be criterion-referenced or norm-referenced. The document provides guidelines for developing various assessment techniques, including objective test items, observations, portfolios, and rubrics. Formative and summative evaluation are described as important types for gathering feedback and determining effectiveness. The role of the instructional designer is to plan and implement efficient and effective evaluations.
This document discusses various assessment tools that educators use to evaluate students' academic abilities and progress. It describes informal assessments like teacher observations and formal assessments using standardized tests to objectively measure skills. Some specific assessment tools discussed include concept maps to evaluate understanding of relationships between concepts, ConcepTests which are conceptual multiple-choice questions used in large classes, and knowledge surveys to measure content mastery at different levels from basic to higher-order thinking. The document also provides examples of different types of formal exams like multiple choice, true/false, matching, short answer, essays, and oral exams that assess different skills.
This document discusses developing effective assessment instruments. It covers criterion-referenced versus norm-referenced tests, using portfolios for assessment, evaluating congruence between objectives and assessments, and Dick and Carey's five-step model for creating assessments. Key aspects include ensuring assessments measure the behaviors and criteria in course objectives, considering learner characteristics, and making assessments as realistic to the performance context as possible.
84% of teachers agreed that the Common Core State Standards for Mathematics (CCSSM) are more rigorous than their previous state standards. Teachers also felt that the CCSSM requires them to teach math more conceptually and incorporate more skills like problem solving. Claim 2 assessments focus on procedural skills and conceptual understanding, requiring students to construct their own solution pathways for problems rather than following provided steps. Claim 3 assessments require students to present logical arguments and justifications for their responses through short answers, extended responses, or performance tasks.
This document discusses assessment in science education. It outlines the key components of assessment, including focus, purpose, process, and users. Formative and summative assessment are described, as are various methods of assessment like paper/pencil tests, performances, interviews, and portfolios. The document also discusses standards for assessment based on the National Science Education Standards, including ensuring assessments are consistent with learning objectives, measure both achievement and opportunity to learn, provide quality data, and make reasonable inferences. Effective assessment provides feedback to students and teachers to improve learning.
This document discusses assessment in science education. It outlines the key components of assessment, including focus, purpose, process, and users. Formative and summative assessment are described, as are various methods of assessment like paper/pencil tests, performances, interviews, and portfolios. The document also discusses standards for assessment based on the National Science Education Standards, including ensuring assessments are consistent with learning objectives, measure both achievement and opportunity to learn, provide quality data, and make reasonable inferences. Effective assessment provides feedback to students and teachers to improve learning.
The document provides guidance on assessing student background knowledge and measuring student learning. It discusses the importance of checking students' prior knowledge to identify gaps and misconceptions. Several strategies are outlined for conducting background knowledge checks, including common sense inventories, background knowledge probes, minute papers, and online surveys. The document also discusses formative and summative assessments and provides examples of assessment strategies like rubrics, tests, self-assessment, and peer assessment. The goal of assessment should be to systematically collect information about student learning to inform instructional decisions.
Constructing fair tests that give teachers accurate information about students' learning is important. A table of specification helps organize test planning and content validity by determining what content will be covered. Rubrics can also help with validity when used appropriately. Multiple choice tests can be valid for assessing certain cognitive levels like knowledge and comprehension, but other assessment types may better measure skills and higher-level thinking. Teachers should consider cognitive level and learning objectives when choosing assessments.
Improving Fairness on Students' Overall Marks via Dynamic Reselection of Asse...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a major task is to fairly mark all students’ various assessment items. It is well observed that a given assessment is likely to receive different marks if it is given to different markers, often regardless of how detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In this work, we propose an effective strategy to improve the fairness on the students’ overall marks by accepting that markers may have inherent marking leniency of different magnitude and by dynamically reselecting markers for different groups of students in such a way that the students will eventually share a similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of the marking criteria.
IMPROVING FAIRNESS ON STUDENTS’ OVERALL MARKS VIA DYNAMIC RESELECTION OF ASSE...IJITE
This document proposes a strategy to improve fairness in student assessment by dynamically reselecting assessors to reduce bias. It involves:
1. Estimating each assessor's inherent "leniency" based on their past average marks.
2. Calculating each student group's average accumulated "leniency" so far based on their past assessors' averages.
3. Reselecting assessors for future assessments to distribute accumulated leniency evenly among student groups, by allocating groups with higher averages to assessors with lower averages.
This strategy aims to equalize total accumulated leniency across students, improving fairness of overall marks. It does so objectively based on assessors' past statistics, without needing
IMPROVING FAIRNESS ON STUDENTS’ OVERALL MARKS VIA DYNAMIC RESELECTION OF ASSE...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students
distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a
major task is to fairly mark all students’ various assessment items. It is well observed that a given
assessment is likely to receive different marks if it is given to different markers, often regardless of how
detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In
this work, we propose an effective strategy to improve the fairness on the students’ overall marks by
accepting that markers may have inherent marking leniency of different magnitude and by dynamically
reselecting markers for different groups of students in such a way that the students will eventually share a
similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of
the marking criteria.
Este documento analiza el modelo de negocio de YouTube. Explica que YouTube y otros sitios de video online representan un nuevo modelo de negocio para contenidos audiovisuales debido al cambio en los hábitos de consumo causado por las nuevas tecnologías. Describe cómo YouTube aprovecha la participación de los usuarios para mejorar continuamente y atraer una audiencia diferente a la de los medios tradicionales.
The defense was successful in portraying Michael Jackson favorably to the jury in several ways:
1) They dressed Jackson in ornate costumes that conveyed images of purity, innocence, and humility.
2) Jackson was shown entering the courtroom as if on a red carpet, emphasizing his celebrity status.
3) Jackson appeared vulnerable, childlike, and in declining health during the trial, eliciting sympathy from jurors.
4) Defense attorney Tom Mesereau effectively presented a coherent narrative of Jackson as a victim and portrayed Neverland as a place of refuge, undermining the prosecution's arguments.
Michael Jackson was born in 1958 in Gary, Indiana and rose to fame in the 1960s as the lead singer of The Jackson 5, topping music charts in the 1970s. As a solo artist in the 1980s, his album Thriller broke music records. In the 1990s and 2000s, Jackson faced several legal issues related to child abuse allegations while continuing to release music. He married Lisa Marie Presley and Debbie Rowe and had two children before his death in 2009.
Popular Reading Last Updated April 1, 2010 Adams, Lorraine The ...butest
This document appears to be a list of popular books from various authors. It includes over 150 book titles across many genres such as fiction, non-fiction, memoirs, and novels. The books cover a wide range of topics from politics to cooking to autobiographies.
The prosecution lost the Michael Jackson trial due to several key mistakes and weaknesses in their case:
1) The lead prosecutor, Thomas Sneddon, was too personally invested in the case against Jackson, having pursued him for over a decade without success.
2) Sneddon's opening statement was disorganized and weak, failing to effectively outline the prosecution's case.
3) The accuser's mother was not credible and damaged the prosecution's case through her erratic testimony, history of lies and con artist behavior.
4) Many prosecution witnesses were not credible due to prior lawsuits against Jackson, debts owed to him, or having been fired by him. Several witnesses even took the Fifth Amendment.
Here are three examples of public relations from around the world:
1. The UK government's "Be Clear on Cancer" campaign which aims to raise awareness of cancer symptoms and encourage early diagnosis.
2. Samsung's global brand marketing and sponsorship activities which aim to increase brand awareness and favorability of Samsung products worldwide.
3. The Brazilian government's efforts to improve its international image and relations with other countries through strategic communication and diplomacy.
The three most important functions of public relations are:
1. Media relations because the media is how most organizations reach their key audiences. Strong media relationships are crucial.
2. Writing, because written communication is at the core of public relations and how most information is
Michael Jackson Please Wait... provides biographical information about Michael Jackson including his birthdate, birthplace, parents, height, interests, idols, favorite foods, films, and more. It discusses his background, career highlights including influential albums like Thriller, and films he appeared in such as The Wiz and Moonwalker. The document contains photos and details about Jackson's life and illustrious music career.
The MYnstrel Free Press Volume 2: Economic Struggles, Meet Jazzbutest
The document discusses the process of manufacturing celebrity and its negative byproducts. It argues that celebrities are rarely the best in their individual pursuits like singing, dancing, etc. but become famous due to being products of a system controlled by wealthy elites. This system stifles opportunities for worthy artists and creates feudalism. The document also asserts that manufactured celebrities should not be viewed as role models due to behaviors like drug abuse and narcissism that result from the celebrity-making process.
Michael Jackson was a child star who rose to fame with the Jackson 5 in the late 1960s and early 1970s. As a solo artist in the 1970s and 1980s, he had immense commercial success with albums like Off the Wall, Thriller, and Bad, which featured hit singles and groundbreaking music videos. However, his career and public image were plagued by controversies related to allegations of child sexual abuse in the 1990s and 2000s. He continued recording and performing but faced ongoing media scrutiny into his private life until his death in 2009.
Social Networks: Twitter Facebook SL - Slide 1butest
The document discusses using social networking tools like Twitter and Facebook in K-12 education. Twitter allows students and teachers to share short updates and can be used to give parents a window into classroom activities. Facebook allows targeted advertising that could be used to promote educational activities. Both tools could help facilitate communication between schools and communities if used properly while managing privacy and security concerns.
Facebook has over 300 million active users who log on daily, and allows brands to create public profile pages to interact with users. Pages are for brands and organizations only, while groups can be made by any user about any topic. Pages do not show admin names and have no limits on fans, while groups display admin names and are limited to 5,000 members. Content on pages should aim to provoke action from subscribers and establish a regular posting schedule using a conversational tone.
Executive Summary Hare Chevrolet is a General Motors dealership ...butest
Hare Chevrolet is a car dealership located in Noblesville, Indiana that has successfully used social media platforms like Twitter, Facebook, and YouTube to create a positive brand image. They invest significant time interacting directly with customers online to foster a sense of community rather than overtly advertising. As a result, Hare Chevrolet has built a large, engaged audience on social media and serves as a model for how brands can use online presences strategically.
Welcome to the Dougherty County Public Library's Facebook and ...butest
This document provides instructions for signing up for Facebook and Twitter accounts. It outlines the sign up process for both platforms, including filling out forms with name, email, password and other details. It describes how the platforms will then search for friends and suggest people to connect with. It also explains how to search for and follow the Dougherty County Public Library page on both Facebook and Twitter once signed up. The document concludes by thanking participants and providing a contact for any additional questions.
Paragon Software announces the release of Paragon NTFS for Mac OS X 8.0, which provides full read and write access to NTFS partitions on Macs. It is the fastest NTFS driver on the market, achieving speeds comparable to native Mac file systems. Paragon NTFS for Mac 8.0 fully supports the latest Mac OS X Snow Leopard operating system in 64-bit mode and allows easy transfer of files between Windows and Mac partitions without additional hardware or software.
This document provides compatibility information for Olympus digital products used with Macintosh OS X. It lists various digital cameras, photo printers, voice recorders, and accessories along with their connection type and any notes on compatibility. Some products require booting into OS 9.1 for software compatibility or do not support devices that need a serial port. Drivers and software are available for download from Olympus and other websites for many products to enable use with OS X.
To use printers managed by the university's Information Technology Services (ITS), students and faculty must install the ITS Remote Printing software on their Mac OS X computer. This allows them to add network printers, log in with their ITS account credentials, and print documents while being charged per page to funds in their pre-paid ITS account. The document provides step-by-step instructions for installing the software, adding a network printer, and printing to that printer from any internet connection on or off campus. It also explains the pay-in-advance printing payment system and how to check printing charges.
The document provides an overview of the Mac OS X user interface for beginners, including descriptions of the desktop, login screen, desktop elements like the dock and hard disk, and how to perform common tasks like opening files and folders. It also addresses frequently asked questions for Windows users switching to Mac OS X, such as where documents are stored, how to save or find documents, and what the equivalent of the C: drive is in Mac OS X. The document concludes with sections on file management tasks like creating and deleting folders, organizing files within applications, using Spotlight search, and an overview of the Dashboard feature.
This document provides a checklist for securing Mac OS X version 10.5, focusing on hardening the operating system, securing user accounts and administrator accounts, enabling file encryption and permissions, implementing intrusion detection, and maintaining password security. It describes the Unix infrastructure and security framework that Mac OS X is built on, leveraging open source software and following the Common Data Security Architecture model. The checklist can be used to audit a system or harden it against security threats.
This document summarizes a course on web design that was piloted in the summer of 2003. The course was a 3 credit course that met 4 times a week for lectures and labs. It covered topics such as XHTML, CSS, JavaScript, Photoshop, and building a basic website. 18 students from various majors enrolled. Student and instructor evaluations found the course to be very successful overall, though some improvements were suggested like ensuring proper software and pairing programming/non-programming students. The document also discusses implications of incorporating web design material into existing computer science curriculums.
1. E-learning and Assessment<br />Version 4.<br />Reference http://wiscinfo.doit.wisc.edu/teaching-academy/Assistance/course/questions.htm<br />The education strategy (March 2004) has highlighted that Bristol University:-<br />Is a “research intensive” university where the student learning experience is informed by research and is delivered by research active staff.<br />Wishes to retain its high quality teaching.<br />Needs to widen access and to look at diverse progression routes into HE.<br />Needs to expand postgraduate numbers – particularly on taught masters programmes<br />To retain their highly rated international research output and to deliver high quality teaching, requires that teaching is cost effective.<br />Whilst E-learning has a relevance to all of these points, this paper will focus on point 5 i.e. the requirement for teaching to be cost effective. The contribution of E-learning to assessment is a major area where substantial gains in efficiency can be achieved. <br />Currently staff spend a significant amount of time <br />setting examinations <br />ensuring that they match course learning objectives, <br />liasing with the external examiner<br />marking<br />exam related student administration<br />Much of this activity is repeated at least twice per year and sadly the outcome is often only summative rather than formative. Several staff within the university have already adopted CAA (computer aided assessment) as a means of addressing this problem and have found pedagogic as well as efficiency gains. However this approach has not yet become embedded. Reasons for this limited uptake include:-<br />Lack of staff time<br />Lack of priority by university managers<br />Lack of reward<br />Techno phobia<br />Lack of knowledge/understanding of how e-learning can help. Specifically many staff still believe that CAA is only capable of “simple multi choice questions” which test recognition.<br />A multitude of software packages which are evolving and for which support is varied. Academic staff whose interest is primarily the pedagogy of their own subject, find the technological developments both confusing and frustrating.<br />Academic staff perception that the technology is driving the pedagogy, rather than the student learning experience being informed by research and delivered by research active staff.<br />It is therefore essential that any development of CAA within the University of Bristol must address these issues. Specifically the technology must:-<br />Match the needs of academic staff <br />Be relatively simple to use, be well supported and not evolve rapidly in the short term. It is therefore important to get the specification right first time and not be continually updating it. The current design should therefore match not just current (short term) but also our future (medium term) needs. <br />Be capable of assessing at all levels of Blooms Taxonomy (see later)<br />Fit within our portal (MLE)<br />Support the latest technical interoperability standards to facilitate easy transfer of content to another CAA application if required at a later date<br />Be secure, both meet Data Protection/privacy requirements and have robust mechanisms in place to deal with machine or network failures<br />Be scalable - while any CAA might initially be implemented in one or two areas it should have the potential to be used across the University <br />Before examining question and assessment types, it's beneficial to establish a common language for discussing cognitive processes. To assess specific levels of student mastery of course content, needs a framework for describing those levels. Bloom's taxonomy is a system created to improve testing precision by categorising cognitive functioning into distinct levels. Appropriate questions can then be developed to assess the desired level. Psychologist Benjamin Bloom developed this system at the University of Chicago in the late 1940s. His goal in formulating this classification was to increase precision in the discussion of educational goals among teachers, administrators, and researchers.<br />Bloom's levels are: <br />654321<br />Knowledge <br />Comprehension <br />Application <br />Analysis <br />Synthesis <br />Evaluation<br />quot;
Taxonomyquot;
is simply a system of categorizing and organizing. In this case, the taxonomy is hierarchical; each level is subsumed by the higher levels. In other words, a student functioning at the quot;
applicationquot;
level has also mastered the material at the quot;
knowledgequot;
and quot;
comprehensionquot;
levels. <br />Before taking a closer look at the levels, it should be noted that Bloom's taxonomy is not the only system of classification for cognitive domains. However, it is a widely accepted system, and is useful in illustrating how certain question types are better choices for assessing different levels of student mastery. What's important is the idea that student knowledge is not all equal; there are levels of mastery ranging from simple recitation of facts, to formulating informed opinions regarding complex issues. An awareness of these levels can help one determine how well do students really know course content. <br />Table 1 : Blooms Taxonomy of Learning<br />LevelLearner ActionQuestion CuesKnowledgeRecall content in the exact form that it was presented. Memorisation of definitions, formulas, or procedures are examples of knowledge-level functioningList, define, label, identify, nameComprehensionRestate material in their own words, or can recognise previously unseen examples of a concept.Describe, associate, categorise, summariseApplicationApply rules to a problem, without being given the rule or formula for solving the problem.Apply, calculate, illustrate, solveAnalysisBreak complex concepts or situations down into their component parts, and analyse how the parts are related to one another.Analyse, compare, separate, order, explainSynthesisRearrange component parts to form a new whole.Combine, modify, rearrange, quot;
what-ifquot;
EvaluationEvaluate or make judgments on the worth of a concept, object, etc. for a purposeAssess, decide, grade, recommend, explain, judge<br />Introduction to Exam Question Types<br />True/False <br />Matching <br />Multiple Choice<br />Short Answer<br />Calculation<br />Translation <br />Essay<br />“Problem based”<br />Comprehension - 'Gobbets'<br />quot;
Simulation testingquot;
<br />quot;
Performancequot;
<br />True/false, matching and multiple choice are examples of closed-ended questions. That is, they do not require the students to construct an answer themselves. Rather, the answer is among the possible options. Closed-ended questions test recognition; that is, they evaluate a student’s ability to recognize the answer. However questions that are built around a scenario, some data, a graph or a table of numbers can require students to ‘deal’ with the information in order to determine the correct response.<br />Open-ended questions include short answer and essay types. These questions require the creation of a written response. Open-ended questions test student recall; the student is asked to come up with the answer on their own, as opposed to picking it out from a list of potential options. <br />quot;
Problem basedquot;
, quot;
simulation testingquot;
and quot;
performancequot;
all assess the student's ability to undertake a process and therefore need to assess skills as well as knowledge. Traditional written examination formats clearly are not an appropriate form of assessment. E-learning provides an opportunity to develop assessment tools which are matched to these learning objectives.<br />True/False Questions<br />Advantages:True/false questions are among the easiest to write, and can be scored electronically.<br />Disadvantages:True/false questions are limited in what kinds of student mastery they can assess. They have a relatively high probability of student guessing the correct answer (50%). True/false also assesses recognition of information, as opposed to recall. However properly crafted True/False questions require students to recall relevant knowledge, reason or make some deduction about the mechanism and so arrive at their most likely correct response which hopefully is one of the choices. <br />Most Appropriate For:Factual information and naturally dichotomous information (information with only two plausible possibilities). Dichotomous information is quot;
either/orquot;
in nature. Examples include male/female, analog/digital, and internal/external.<br />Matching Questions<br />Advantages:Matching items can assess a large amount of information in a confined space on the exam page, relative to multiple-choice questions; if developed carefully, the probability of guessing is low. To decrease that probability further, avoid equal-sized lists by including a few “distractor” items in the second (answer) column.<br />Disadvantages:Matching assesses recognition rather than recall of information.<br />Most Appropriate For:Assessing student understanding of related information. Examples of related items include Symptoms and diagnosis, intervention and risks, terms and definitions, tools and uses, and events and dates.<br />TABLE 2 Question types<br />Question typeDescriptionBlooms levelsTrue/falsePresent a statement, and prompt the student to choose whether the statement is truthful Knowledge Comprehension Matching questionsInvolve paired lists that require students to correctly identify, or “match,” the relationship between the itemsKnowledgeComprehensionMultiple-choiceAsk students to choose from a list of possible answers. Most multiple-choice questions feature one correct answer, and two to four quot;
distractorquot;
choices that are not correct. KnowledgeComprehensionApplicationAnalysisShort-answerOpen-ended questions that require students to create an answer. Short-answer items typically require responses of one word to a few sentences. “Fill in the blank” and “completion” questions are examples of short-answer question types.KnowledgeComprehensionApplicationAnalysisCalculationPresent a statement which includes variables from a formula that is being assessed. The particular instance has variables replaced by specific numbers so the calculation can be performed. Can also test understanding of dimensions appropriate to the calculation. Can also handle inexact responses - so making students aware of the precision of answers.Knowledge Comprehension ApplicationAnalysisTranslationStudents are required to translate a passage from one language to another specified language observing the grammatical structure, idiomatic expression and literary tone of the piece. Knowledge, Comprehension, Application, SynthesisEssayLike short-answer, are constructed-response questions. However, essay answers are typically much longer than those of short-answer, ranging from a few paragraphs to several pages.Knowledge Comprehension Application Analysis SynthesisEvaluationComprehension'Gobbets'Students must respond to a passage or image, often without the prompt of a specific question. They will have to interpret (and sometimes identify) the passage/image and should be able to relate it to its wider context. These questions specifically test the student's ability to create answers and to make sensible links between specific items and wider academic debates.Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation“Problem based”Students are asked to interpret information and make an informed decision as to what further information is required so that judgements, decisions and course of action can be decided upon. Knowledge Comprehension Application Analysis SynthesisEvaluationquot;
Simulation testingquot;
Use of a simulation capable of testing (in a controlled way) a student's ability to carry out a process.Knowledge Comprehension Application Analysis SynthesisEvaluationquot;
Performancequot;
Examination by performance raises particular difficulties of assessment and documentation. Performance-based assessments test the student's interpretation and presentation of material and observation of the conventions of genre (dramatic genre, scholarly presentation etc). Students are also assessed on their ability to work as a group and to communicate to an audience.Knowledge Comprehension Application Analysis SynthesisEvaluation<br />Multiple Choice Questions<br />Advantages:Multiple-choice questions are the most versatile of the closed-ended question types. This versatility stems from the fact that the questions can contain more elaborate scenarios that require careful consideration on the part of the student. The probability of student guessing is also relatively low.<br />Disadvantages:When compared to true/false and matching, multiple-choice items can be more challenging to write. They also require the creation of plausible “distractors,” or incorrect answer options. As with other closed-ended questions, multiple-choice assesses recognition over recall.<br />Most Appropriate For:Factual, conceptual, or procedural information. Unlike true/false and matching, multiple-choice is not limited to a particular type of information for which it is best suited. Because of the versatility of multiple-choice questions, the examples in this section will focus on demonstrating how an effective multiple-choice question can test for each of the first four levels of Bloom’s Taxonomy. <br />Knowledge LevelThe value that occurs most frequently in a given data set is the:<br />Mean<br />Standard deviation<br />Mode<br />Median<br />The answer is “c.” This is a knowledge-level question because it requires only that the student remember the definition of mode.<br />Comprehension LevelWhich of the following measures involves ordinal data?<br />The score of a football game<br />Football player’s jersey number<br />A team’s rank in league standings<br />Number of fans in attendance<br />The answer is “c.” This is an example of a comprehension-level question, in that it requires the student to recognize a previously unseen example of ordinal data.<br />Application Level<br />The standard deviation of the sample data 6, 9, 10, 12, 13 is closest to:<br />3<br />5<br />8<br />10<br />The answer is “a.” This question assesses application-level mastery, or the ability to apply a rule or formula in a new context.<br />Analysis Level<br />Susan, a student in Mr. Smith’s statistics class, asks Mr. Smith what her average score is for the three exams he has given the class. He replies that her average is +1.7. Which of the following assumptions about the students’ scores on these tests is most plausible?<br />The standard deviations of scores on all three tests were similar.<br />None of the tests produced extremely skewed distributions.<br />All of the students did poorly on at least one of the tests.<br />The correlations between the three sets of test scores were low. <br />Answer is “d.” This item requires the test-taker to recognize unstated assumptions and relationships. The test-taker has to recognize the steps Mr. Smith has taken (converted scores into Z-scores) and why he would do so (the tests probably have very unlike distributions or lack of variation in one or more tests). <br />Short-Answer Questions <br />Advantages:Short-answer questions assess unassisted recall of information, rather than recognition. Compared to essay questions, they are relatively easy to write.<br />Disadvantages:Short-answer items are only suitable for questions that can be answered with short responses. Additionally, because students are free to answer any way they choose, short-answer questions can lead to difficulties in scoring if the question is not worded carefully. It’s important when writing short-answer questions that the desired student response is clear.<br />Most Appropriate For:assessing the correct spelling of items, or in cases when it is desirable to ensure that the students have committed the information to memory (medical students, for example, will require recall of information more than recognition by the nature of their jobs). <br />Calculation Questions<br />Advantages:For simple formula this is a very easy and obvious question type. It can generate a large set of potential questions automatically so each test can be different. Handling dimensions and marking that aspect separately is another useful feature. Method also allows for inexact responses so making student aware of imprecision.<br />Disadvantages:For more complex formula the capabilities might be too limited. Only suitable for formula based questions.<br />Most Appropriate For:Scientific material based on formulae that have a single solution.<br />Essay Questions<br />Advantages:Essay questions can effectively assess all six levels of Bloom’s Taxonomy. They allow students to express their thoughts and opinions in writing, granting a clearer picture of the level of student understanding. Finally, as open-ended questions, they assess recall over recognition.<br />Disadvantages:There are two main disadvantages to essay questions: time requirements and grading consistency. Essays are time-consuming for students to complete, and require careful instructions on the part of the test writer. Scoring can be difficult because of the variety of answers, as well as the “halo effect” (students rewarded for strong writing skills as opposed to demonstrated mastery of the content). Students may also plagiarise published work and present that as their essay. Currently available software can be used to screen student essays to deter plagiarism.<br />Most appropriate for:Assessment that cannot be accomplished with other question types. Because essays are the only question types that can effectively assess the highest levels of student mastery, they are the only option if the goal of testing is the assessment of synthesis and evaluation levels.Essay questions can be written for all of Bloom's taxonomy, but their true advantage is the ability to assess the highest levels. Because essay questions can be time-consuming for student to complete and difficult for instructors to grade, this question type should be chosen carefully. If the desired knowledge can be assessed with a different question type, it should be considered. However, if higher-level processing is a goal of a course (as it likely will be), well-developed essay questions are the key to accurate assessment. <br />“Problem based”<br />Advantages :Similar to an essay question can effectively assess all six levels of Bloom’s Taxonomy. It is particularly suited to assessing how effectively students can apply knowledge gained in a novel situation. The student’s ability to make effective decisions is assessed and thus it is appropriate to Blooms level 5 & 6 (synthesis and evaluation). For example you can ask a question and the next question depends upon the answer given to the former. The result is an assessment based as much on the path taken through the questions as it is on the final question answer. It can identify if a student can choose a good strategy or not. You can get the student to enter into a dialogue with the computer, and record the responses. Time stress can be applied which has relevance in some areas. <br />Disadvantages :Difficult questions to write, requiring detailed data/information to be presented to the student in a structured way. The question is likely to need to integrate information from several sources and have several “pathways” open for the student to choose. (see figure 1)<br />Most appropriate for :Suited to differential diagnosis of clinical cases. Presenting problem can be presenting clinical symptoms, which requires provisional diagnosis (possibly more than one). This needs to be refined by clinical examination and laboratory tests (pathology, microbiology, biochemistry, histology, ECG, ultrasound, X ray etc.) The diagnosis once refined may need further tests before a conclusive diagnosis can be made. This assessment process is highly relevant to the principles of differential diagnosis and evidence based medicine.Once a diagnosis has been made then a suitable treatment needs to be decided upon and a prognosis made. Each of these steps can be assessed and ranked in order of importance. Negative marking will be required if an option is taken which would actually harm the patient.<br />Provisional hypothesisPresenting informationwhich defines the problemDecision (several options)Course of action choice(several options)Modified hypothesisFigure 1 Outline of a problem based assessmentAdditional informationrequested by the student[To be self selected from several sources, but which is ranked in terms of significance. If inappropriate or excessive information is requested then student looses marks] <br />quot;
Simulation testingquot;
<br />AdvantagesMany things we teach actually are high level processes that must be learnt - interpreting, translating, writing, manipulating, etc. Simulation of the actual process can be a powerful tool for facilitating learning, and can be used for both summative and formative assessment. However the assessment of these processes can often be difficult and complex. The development of virtual reality tools and E-learning provides an exciting opportunity to overcome many of these problems and to be cost effective at the same time. <br />DisadvantagesSimulations can be costly to develop both in staff time and the cost of appropriate equipment. Currently the aerospace and defence world uses simulations (flight simulators) as part of both learning and assessment. But in this very expensive example, it is worth building a simulation because the cost of making a mistake on a real one is huge. This is not always (often) the case. There are cheaper ways of simulating however, a good example being the CD test currently used to test driving students hazard awareness skills. Another example being developed at Glasgow University is an interactive model used to test a students ability to pregnancy diagnose a cow.<br />Most appropriate for :Testing students skills, which currently is often not done because of the financial cost, demands upon staff time and safety implications.<br />quot;
Performancequot;
<br />Advantages Almost by definition the performing arts require both formative and summative assessment tools capable of making judgements about student learning outcomes based upon a performance or a piece of creative work. E-learning tools such as video or image capture can play an important role in storing the evidence of student outcomes (on which the assessment is based) and in supporting formative feedback.<br />Disadvantages<br />There are few shortcuts for marking performance and elearning tools cannot automatically mark work as they can for multiple choice type questions for example. Performance marking can be seen as subjective and the marking criteria needs to be properly thought out. Performances are ephemeral events, so unless the performance is captured in some way, (for example with video recording equipment) the performance is lost. If it is a group performance, it can be difficult to mark individual students for what is essentially a group effort. <br />Most appropriate for : <br />Performance tests practical application of theory and methodology, gauging creative interpretation of source material. Performance can also test communication skills, for example in medicine a students ability to communicate with patients (often actors) can be assessed. There are parallels with science practicals, but in arts subjects such as music, it the performance itself that is assessed, rather than the results of the practical.<br />The University of Bristol/ILRT has been proactive both in developing itself and in buying in technologies capable of delivering on-line assessment (see attached appendix 2). <br />Whatever the decision as to which tools will be chosen for the next step, it will be important that they can be used to assess all 6 levels of Blooms taxonomy.<br />Appendix 1: Examples of CAA <br />which evaluate differing levels of Blooms taxonomy<br />LEVEL 1: knowledge/recognition<br />Question:Newton's three famous laws of motion include these concepts (select three):<br /> <br />Speed<br />Velocity<br />Mass<br />Vector<br />Energy<br />Gravity<br />Question:For each of the following dates, match the event or person associated with it. <br /> <br />Question Items Answer Items<br /> 1. 1066 A. Norman Conquest of Britain<br />2. 1100s B. Angkor Wat is built<br />3. 1215 C. Magna Carta signed<br />4. 1347 D. Bubonic Plague spreads in Europe<br />5. 1455 E. Gutenberg's movable-type printing press produces the Bible<br />6. 1517 F. Martin Luther initiates the Reformation<br />7. 1664 G. Newton's theory of universal gravitation<br />8. 1764 H. Mozart (aged 8) writes first symphony<br />9. 1867 I. Japan ends 675-year shogun rule<br />10. 1947 J. Gandhi's civil disobedience movement leads to an independent India<br />LEVEL 2: Comprehension<br />Question: Indicate what class is this drug? <br />Alkyl phenol<br />Steroidal anaesthetic<br />Barbiturate<br />Non-steroidal analgesic<br />Muscle relaxant<br />Question: Which of the following statements is correct?<br /> <br />stereotypies are repetitive behaviours that develop into redirected behaviours<br />stereotypies sometimes develop from redirected behaviours and approach / avoidance behaviour<br />apathetic behaviour, redirected behaviour and aggressive behaviour are all examples of stereotypies<br />stereotypies only develop in animals that have already shown vacuum behaviours<br />LEVEL 3 : Application<br />Question: Indicate what is the effect of this suture pattern on the wound edges<br />Apposes edges<br />Inverts edges<br />Relieves tension at edges<br />Question: <br />Pet cats show hunting behaviour. According to control theory models of motivation involving feedback mechanisms, if the functional consequence of this hunting behaviour (food. is given to the cat, the behaviour should stop. <br />True or False<br />Level 3/4 Application/Analysis<br />The following data were obtained from an experiment in which four diets were fed to growing rats. Three diets were formulated to contain protein (CP) entirely as casein, fishmeal or kidney bean meal. The fourth diet was protein-free. Food intake, faecal and urinary excretion were measured over 5 days. The following results were obtained. <br />Which diet has the highest true protein digestibilty<br />casein<br />fishmeal<br />kidney bean<br />Incorrect Answer Feedback Example of casein <br />where EFCP = endogenous faecal crude protein <br />Thus casein has the highest true protein digestibility<br />Question: The following data were obtained from a digestibility trial with growing cattle weighing 300kg. <br />Nutritive value of food<br />Dry matter (DM) concentration0.25<br />Gross energy (GE)18.8 MJ/kgDM<br />Neutral detergent fibre550g/kgDM<br />Animal data<br />Food intake13.5/kg fresh weight<br />Faecal output1.22kgDM/day (GE = 15.2MJ/kgDM)<br />Urinary output150gDM/day (GE= 16.1MJ/kgDM)<br />Methane output160 litres (STP)/day (GE = 39.5kj/lSTP)<br />First calculate the ME value in MJ/kgDM of the feed and use it to calculate the ME intake. Use this value to determine the <br />Indicate ME intake : ME requirement ratio.<br />1.5<br />1.3<br />1.0 <br /> <br />Incorrect Answer Feedback<br />Diet Metabolisable Energy concentration (MJ/kg/DM) is calculated from <br />which equals<br /> <br />thus ME concentration = 10.72 <br />ME intake = food intake (fresh) x DM xME concentration <br />= 13.5 x 0.25 x 10.72 = 36.18 <br />ME requirement = 0.5 x W0.75 = 0.5 x 3000.75 = 36.04 <br />Therefore ME/Mem ration = 36.18/36.04 = 1.0<br />LEVEL 4 : Analysis<br />Question A sow is introduced to another sow on one occasion and shows no oestrous response but, a few minutes later, shows a strong oestrous response when introduced to a boar, even though the two are not allowed to mate. The same procedure is followed again a week later and this time the sow shows no oestrous response to the boar. These observations indicate that: <br />oestrous behaviour is controlled by external causal factors only<br />oestrous behaviour is controlled by internal causal factors only<br />both external and internal causal factors control oestrous behaviour<br />the identity of the boar strongly influences whether oestrous behaviour is shown<br />Question The graph below shows the relationship between levels of stereotypic circling behaviour and baseline circulating corticosterone observed in 20 randomly selected singly housed mice. These results indicate that: <br />Circling behaviour helps the animals to cope with the environment by reducing stress<br />There is no discernible relationship between circling and corticosterone<br />Corticosterone levels play a causal role in the development of circling behaviour<br />Animals that show high levels of circling may be more stressed<br />High activity could be linked to elevations in corticosterone levels<br />LEVEL 4/5 Analysis/synthesis<br />Question The following results were obtained from routine haematology / biochemistry (normal ranges appear after each value):<br />Total protein 60 g/l (57 - 78) Albumin 28 g/l (32 - 38)Potassium 2.5 mmol/l (3.5 - 4.5)White blood cells 4 x10^9/l (6 - 18)Neutrophils 1.5 x10^9/l (3 - 12)Haematocrit 0.58 (0.35 - 0.55)<br />Which of the following differentials is most likely in this case?<br />Hepatic failure<br />Chronic renal failure<br />Auto immune haemolytic anaemia<br />Parvovirus infection<br />Small intestinal foreign body <br /> LEVEL 5/6 Synthesis/Evaluation<br />Question On day 1 of a study, 6 groups of captive otters (treatment A) are prevented for swimming for 7 days while 6 other groups are not (treatment B). On day 8, otters in treatment A are allowed to swim once more. The graph below shows how much time (mean and standard deviation. otters from the two treatments spent swimming on day 8. These results indicate that: <br /> <br />otters are highly motivated to swim and this motivation accumulates since they last swam<br />otters are motivated to swim<br />deprivation of swimming is stressful for otters<br />the control of otter swimming behaviour is unlikely to be as predicted by Lorenz's psychohydraulic model<br /> <br />Question In an experiment on learning, 10 rats were injected with lithium chloride 2h after consuming their daily ration of familiar rat pellets. A further 10 rats were handled and given a sham injection. The rats were then replaced in their individual home cages with ad libitum familiar rat pellets and water. After 24 h they were given a choice between familiar rat pellets, and pellets flavoured with a novel but palatable substance. What happens?<br /> <br />The lithium chloride stimulates the rats' appetite and the experimental rats eat more of both types of pellets than control animals.<br />The lithium chloride induces a temporary sickness and a specific food aversion for the familiar rat pellets is formed. In the test, only novel pellets are consumed.<br />The lithium chloride induces a temporary sickness but no specific food aversion learning takes place because the pellets were familiar. Rats eat the familiar pellets in the test.<br />No food aversion learning takes place, because the injection was given 2h after food consumption. For learning to occur the injection would have had to be given immediately after food consumption. Rats eat the familiar pellets in the test.<br />The lithium chloride induces a feeling of sickness that persists for 24h. In the test, nothing is consumed. <br />LEVEL 6: Evaluation<br />This example is produced using CALnet and currently can only be used for instruction since it does not include the facility for assessment. It is planned to provide this as an add-on. Basically it consists of a problem solving exercise using clinical material – in this case a horse presenting with symptoms of Colic. <br />Stepwise the student needs to :<br />make a provisional diagnosis based upon the presenting symptoms<br />carry out a clinical examination – by asking pertinent questions of the software. In the assessed version (to be developed) students will be assessed on the amount of irrelevant information they request. Material that can be provided to the student can be quite diverse in its format including, text, numeric data, audio, pictures and video.<br />make a diagnosis<br />Decide upon treatment<br />Assess likely outcome of the case.<br />The following screen shots give a flavour of how the case looks for a student.<br /> <br />The following are the answers provided in pop-up boxes when individual treatments have been selected : Note some are appropriate, others would be bad news for the case!<br />AnalgesiaAnalgesia is always indicated in colic to control pain and reduce self-inflicted injury and exhaustion. The pain of impaction colic tends to be intermittent, so that analgesics are usually given intermittently to effect. ProkineticsDrugs which promote peristalsis are contraindicated because in the presence of an obstruction they tend to increase pain and, at worst, they may cause gut rupture. Liquid ParaffinLiquid paraffin is a mild laxative which softens the mass and lubricates the gut. It is delivered by nasogastric tube in large volumes, twice daily if necessary, until the mass starts to break down and liquid paraffin appears in the faeces. Because of its viscosity it is easier to deliver a suspension of the oil in warm water or 0.9% saline (50:50 volumes). This may be done under gravity using a funnel or by the cautious use of a pump. Volume guide: pony 2-3L (total); horse 4-5L; large horse 6-7L. Intravenous FluidsIntravenous polyionic fluids may be useful in the first day or two of treatment to ensure proper hydration of gut tissues. They are positively indicated in dehydrated patients.AnthelminticsAn optional treatment but it is unlikely that parasites are implicated here. Nevertheless, the presence of strongyle larvae and tapeworms may interfere with normal gut motility. The mare's history recounts use of a proprietary benzimidazole every six weeks to control alimentary parasites, but at normal therapeutic doses BMZs are not effective against migrating strongyle larvae or tapeworms. If considering anthelmintics as part of colic therapy, use products which are effective against strongyle larvae and tapeworms. AntibioticsIf the impaction were associated with peritonitis, then antibiotics would be indicated. However, they are not indicated in the clinical work up of this case.Teeth raspingThe teeth should be examined as part of the clinical work up. Sharp points on the cheek teeth can be associated with inadequate chewing of hard feed, which can predispose or exacerbate impactions. Teeth rasping should be considered. Pathological changes, particularly vascular compromise of the gut, is reflected in the colour changes seen in peritoneal fluid. In this case: normal clear yellow fluid<br />3. Progress and conclusion of the case<br />This mare was hospitalised on a bedding of shavings and treated with low doses (one-third doses) of flunixin as required. Five litres of liquid paraffin in warm 0.9% saline were given twice daily by nasogastric tube. No food was offered for 36 hours, after which wet bran mashes were given twice daily. After 48 hours scant hard faeces were produced, followed by a larger volume which was seen to contain liquid paraffin. At this point the administration of liquid paraffin was stopped and grass was introduced into the diet as a soft feed. No signs of colic recurred. Two days later the faeces showed an absence of liquid paraffin and a rectal examination confirmed disappearance of the impaction. Hay was gradually introduced into the diet over a period of three days, during which time the mashes were continued to regulate the faecal consistency. Thereafter the usual diet was introduced and the clients were warned not to use straw bedding again. No further problems were reported at a six month follow up. Appendix 2 : Comparison of various CAA tools<br />One of the key elements in any eLearning strategy will be the tools to deliver eLearning programmes or tutorials. A variety has been used within the University to date (and the following list is not exhaustive) partly because of ad-hoc experimentation but more importantly due to cost and because one single product has not been found to meet all needs.<br />Blackboard - has the all important element of central University support but its eLearning capabilities consist of the ability to store documents or the means to deliver quizzes and questionnaires which are limited in their format and content and which only allow results for the most recently taken quiz to be stored. However, Blackboard and other popular VLEs do not specifically support eLearning content creation - merely its delivery (i.e. VLEs, to a large extent, assume a priori existence of eLearning content).<br />TAL - is a Bristol-produced computer-based assessment package capable of producing online and offline tests. The online tests can be authored and delivered in both Blackboard directly or via CALnet. TAL focuses on summative assessment and does not allow inclusion of standalone questions inside formative eLearning content.<br />CALnet - enables non-technical staff to create interactive eLearning content in the form of online tutorials that support a much broader pedagogy than the minimal built-in features of VLEs. However, CALnet currently lacks any form of student tracking or feedback to the lecturer. CALnet was developed at ILRT and is available free of charge to University of Bristol staff.<br />CalScribe - is an offline tutorial authoring tool on top of the commercial off-the-shelf ToolBook multimedia authoring tool and as such brings a high degree of technical and pedagogical flexbility but at the unrealistic cost of requiring academics to become novice programmers. Every user requires a ToolBook licence in order to use CalScribe. LTSS has helped CalScribe users to switch to CALnet but at the loss of some authoring features.<br />WinEcon - eLearning tools built on top of CALnet for the WinEcon II project, feature richer interaction modes and question types than either CALnet, CalScribe or Blackboard but currently in a form that is specific to the WinEcon II project; the WinEcon tools have never been ported back to CALnet for wider use by the university.<br />The ideal eLearning tool would include at least the following characteristics:<br />Free at the point of use to staff and students (at least the perception of being free for the individuals involved)<br />Delivered via the Web and usable across all commonly used browsers<br />Enable creation and deployment of online programmes of work that lead students through a mixture of text, images (still and moving), links to online resources, questions and feedback<br />Provide the option to have questions and quizzes scored and have these results stored over time<br />Tutorials/Assessments which are repeatable… <br />Students can take a tutorial more than once and can compare their scores<br />Tutorials can be copied by staff to form the basis of a new tutorial<br />Allows lecturers to review their students' tutorials/assessment<br />Conform to the emerging standards for interoperability of content (IMS, SCORM) so that no one is tied to a particularly piece of software as tutorials can be moved between software packages<br />Conforms to guidelines and legal requirements for accessibility and usability<br />Allows local customisation of tutorials to the extent that the look and feel can be altered to reflect departmental styles but not to the extent that accessibility and usability are compromised<br />Adequately supported by online documentation (downloadable documents and/or online help) for both tutorial authors and students to the extent that direct training is not required<br />Can be hosted centrally so that both tutorials and results are held on a secure server whose data is regularly backed-up<br />Can be technically supported by the University with no, or very minimal, increase in IT staff or hardware <br />Can potentially be linked to University databases (e.g. Datahub for student records)<br />Ideally within the technical control of University staff (open source / in-house developed) to better facilitate enhancement and extension of features<br />