1、2100 单词， 1.2 万英文字符， 3600 汉字 出处： Duke-Williams E, King T. Using computer-aided assessment to test higher level learning outcomesJ. loughborough university, 2001. 外文原文 USING COMPUTER AIDED ASSESSMENT TO TEST HIGHER LEVEL LEARNING OUTCOMES Terry King and Emma Duke-Williams Using Computer-Aided Assessme
2、nt to Test Higher Level Learning Outcomes Terry King and Emma Duke-Williams Department of Information Systems University of Portsmouth Buckingham Building Portsmouth PO1 3HE Email: terry.kingport.ac.uk Tel: +44 (0) 23 9284 6426 Abstract This paper sets out an approach using a revised Blooms taxonomy
3、 of learning objectives for the careful design of objective questions to assist in the assessment of higher learning outcomes (HLOs) and details the creation and evaluation of a variety of such questions. This has been done within the context of two constraints; the use of popular, commercially avai
4、lable computer-aided assessment (CAA) software, specifically Question Mark Perception and Half-Baked Hot Potatoes, and the assumption of limited learning technologist support. It examines the problems inherent in the design of objective questions for HLOs (specifically at the levels of Application,
5、Analysis and Evaluation) and introduces a framework by which systematic design may be carried out. It examines the mode of design, construction and evaluation of 22 such objective questions devised for formative assessment for two post-graduate course units in Information Systems, involving two grou
6、ps of students, 37 in total. The results from the trialing of these questions raises issues of crucial differences in CAA software for feedback, scoring and delivery. The paper examines key statistical indicators of question quality (facility and discrimination indices), as well as the results of interviews with students, to drawn conclusions about the best use of question types, student preparation for tests, and discusses key issues in question preparation. It concludes with an
