To view the full text of this article...
Subscribe for faster access!
Subscribe for only $19/month (or $150/year) and receive immediate access to 20,000+ documents/media files.
Purchase individual articles and papers
Purchase fulltext access to individual articles and papers for $9.95 USD each. You can purchase as a guest or save your information for faster access later.
Already have an account?
If you are accessing the system through an institution or library, find out if they have a subscription to the digital library. If they do, please have them contact us with the IP address for this machine: 220.127.116.11.
Computer assisted assessment: Designing online quiz questions to assess a range of cognitive skills
Save to My Collections
Reid, N. & McLoughlin, C. (2002). Computer assisted assessment: Designing online quiz questions to assess a range of cognitive skills. In P. Barker & S. Rebelsky (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002 (pp. 1625-1630). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/9989.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2002
Denver, Colorado, USA
Philip Barker & Samuel Rebelsky
More Information on EDMEDIA
Table of Contents
This paper discusses the design and pedagogy underpinning the use of online quiz items in which students are presented with a range of questions designed to enhance understanding of complex linguistic constructions. It explores the design of different types of quiz question from the perspective of pedagogy and design of question types. The particular types of questions presented in this learning setting demonstrate a formative approach to assessment, closely integrated with learning processes. A matrix of questions is presented using Bloom's taxonomy showing the type of question, pedagogical underpinnings and cognitive skills required. The implication of the paper is that quiz type questions do not necessarily imply a narrow focus on recall, but can be designed to assess a range of learning processes.
- E-learning and visualization – Bringing change to Adult Vocational Education?
- Biggs’ Constructive Alignment: Evaluation of a Pedagogical Model Applied to a Web Course
- The New Taxonomy of Educational Objectives and Implications for Designing Instruction for Distance Learning Delivery
- Technology as a Developmental Influence
- Quizzes are not enough to reach high-level learning objectives!
- Bells and Whistles or Effective Instructional Presentations
- Generation Why? Designing Learning to Engage the New Workforce
- Using Bloom's Taxonomy to Enhance Test Security
- The use of simulations for training on complex equipment in manufacturing
- A Taxonomy of Learning Through Asynchronous Discussion
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.