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Download full textWoldeab, Daniel; Brothen, Thomas – International Journal of E-Learning & Distance Education, 2019
It is safe to say that online leaning has found a permanent place in higher education. Conventional higher education institutions are also gradually embracing it across the United States. As online learning surfaces as the new model of contemporary education both in the United States and worldwide, ensuring exam integrity in the online environment…
Descriptors: Supervision, Computer Assisted Testing, Test Anxiety, Performance Factors
Welch, Matthew; Feygin, Amy; English, David – Midwest Comprehensive Center, 2018
This brief presents a review of research and current state practices as they relate to measures that Iowa might consider for its federal accountability indicator of school quality or student success--specifically, for inclusion within a composite index of postsecondary readiness. Section 1 of this brief introduces a framework for evaluating and…
Descriptors: College Readiness, Career Readiness, Educational Indicators, Accountability
Westrick, Paul A.; Allen, Jeff – ACT, Inc., 2014
We examined the validity of using Compass® test scores and high school grade point average (GPA) for placing students in first-year college courses and for identifying students at risk of not succeeding. Consistent with other research, the combination of high school GPA and Compass scores performed better than either measure used alone. Results…
Descriptors: Grade Point Average, College Readiness, College Entrance Examinations, Computer Assisted Testing
Direct linkThompson, Meredith Myra; Braude, Eric John – Journal of Educational Computing Research, 2016
The assessment of learning in large online courses requires tools that are valid, reliable, easy to administer, and can be automatically scored. We have evaluated an online assessment and learning tool called Knowledge Assembly, or Knowla. Knowla measures a student's knowledge in a particular subject by having the student assemble a set of…
Descriptors: Computer Assisted Testing, Teaching Methods, Online Courses, Critical Thinking
Ryan, Barbara A. – ProQuest LLC, 2012
Beginning with the No Child Left Behind federal legislation, states were required to use data to monitor and improve student achievement. For high schools, the Missouri Department of Elementary and Secondary Education chose End of Course Exams (EOC) to demonstrate levels of student achievement. The policy changed from school choice of paper-pencil…
Descriptors: Federal Government, Testing, Grade Point Average, Predictor Variables
