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McKenna, Peter – International Association for Development of the Information Society, 2018
Multiple Choice Questions come with the correct answer. Examinees have various reasons for selecting their answer, other than knowing it to be correct. Yet MCQs are common as summative assessments in the education of Computer Science and Information Systems students. To what extent can MCQs be answered correctly without knowing the answer; and can…
Descriptors: Multiple Choice Tests, Summative Evaluation, Student Evaluation, Evaluation Methods
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Albluwi, Ibrahim – IEEE Transactions on Education, 2018
Contribution: This paper shows how significantly computer science instructors can disagree when grading code writing questions in introductory computer science (CS1) exams. Certain solutions are considered "very good" by some instructors and "very bad" by others. The study identifies four factors as possible contributors to…
Descriptors: Introductory Courses, Computer Science Education, Teacher Attitudes, Grading
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Erlinger, Allison – College & Research Libraries, 2018
There is a well-established need for academic libraries to demonstrate their impact on student learning, particularly through the application of measurable outcomes in information literacy instruction (ILI). Recent literature is replete with articles both outlining the importance of well-designed assessment as an integral part of ILI and providing…
Descriptors: Information Literacy, Academic Libraries, Undergraduate Students, Learning Processes
Westhuizen, Duan vd – Commonwealth of Learning, 2016
This work starts with a brief overview of education in developing countries, to contextualise the use of the guidelines. Although this document is intended to be a practical tool, it is necessary to include some theoretical analysis of the concept of online assessment. This is given in Sections 3 and 4, together with the identification and…
Descriptors: Guidelines, Student Evaluation, Computer Assisted Testing, Evaluation Methods
McTighe, Jay; Ferrara, Steven – 1994
A variety of methods are examined that teachers from preschool to graduate school levels can use in assessing their students; the common principles underlying classroom assessment are explored. The first principle is that the primary purpose of classroom assessment is to inform teaching and improve learning. A second principle is that multiple…
Descriptors: Constructed Response, Educational Assessment, Educational Improvement, Educational Practices
Uthe, Elaine F.
The effectiveness of a teacher-made slide-tape presentation for training experienced business teachers to teach the Intensive Office Program (IOP)--a high school course incorporating office practice, office machines, advanced typewriting and shorthand--was field tested. Three groups were involved: undergraduate non-business education students,…
Descriptors: Audiovisual Aids, Audiovisual Instruction, Business Education, Curriculum Evaluation