Name
Abstract | ||
|---|---|---|
Courseware, i.e. computer based learning materials, usually includes some self-assessment for formative assessment. Insufficient attention has been paid. however, to the link between formal assessment and use of courseware: teachers and learners focus on examination syllabuses. Examinations bodies can use only the simplest forms of ICT-based assessment (objective or multiple choice tests) until learners are familiar with newer styles. This problem can be addressed on several fronts: with new ICT styles of tests, by developing websites supporting learners and teachers, by conducting field trials using computers under examination conditions and by commissioning new types of examination questions built around online interactive simulations. |
Year | DOI | Venue |
|---|---|---|
2001 | 10.1046/j.0266-4909.2001.00187.x | JOURNAL OF COMPUTER ASSISTED LEARNING |
Keywords | Field | DocType |
assessment,change,English,examination,Internet,mathematics,professional,secondary,vocational | Vocational education,Syllabus,Computer based learning,Project commissioning,Psychology,Pedagogy,Information and Communications Technology,Formative assessment,Multiple choice,The Internet | Journal |
Volume | Issue | ISSN |
17 | 3 | 0266-4909 |
Citations | PageRank | References |
3 | 0.63 | 0 |
Authors | ||
1 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Robert Harding | 1 | 5 | 1.00 |