The Scoring of Matching Questions Tests: A Closer Look

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F14%3A10282266" target="_blank" >RIV/00216208:11410/14:10282266 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Scoring of Matching Questions Tests: A Closer Look

Popis výsledku v původním jazyce

Electronic testing has become a regular part of online courses. Most learning management systems offer a wide range of tools that can be used in electronic tests. With respect to time demands, the most efficient tools are those that allow automatic assessment. The presented paper focuses on one of these tools: matching questions in which one question can be paired with multiple response terms. The aim of the paper is to identify how the types of questions used in a test can affect student results on such tests expressed as test scores. The authors focus mainly on the issue of the possible increase in scores that can occur with the use of closed questions, when students, after selecting the answers to the questions they know the correct answers to, thenguess the answers to the remaining questions. The authors show how the number of distractors included in a question influences the overall test score. The data on multiple-choice and alternative- response tests are well-known. But not mu

Název v anglickém jazyce

The Scoring of Matching Questions Tests: A Closer Look

Popis výsledku anglicky

Electronic testing has become a regular part of online courses. Most learning management systems offer a wide range of tools that can be used in electronic tests. With respect to time demands, the most efficient tools are those that allow automatic assessment. The presented paper focuses on one of these tools: matching questions in which one question can be paired with multiple response terms. The aim of the paper is to identify how the types of questions used in a test can affect student results on such tests expressed as test scores. The authors focus mainly on the issue of the possible increase in scores that can occur with the use of closed questions, when students, after selecting the answers to the questions they know the correct answers to, thenguess the answers to the remaining questions. The authors show how the number of distractors included in a question influences the overall test score. The data on multiple-choice and alternative- response tests are well-known. But not mu

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GA13-32373S" target="_blank" >GA13-32373S: Integrace dětí cizinců do systému českých základních škol</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the 13th European Conference on e-Learning : ECEL-2014

ISBN

978-1-910309-67-4

ISSN

2048-8637

e-ISSN

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Počet stran výsledku

5

Strana od-do

251-255

Název nakladatele

Academic Conferences and Publishing International Limited

Místo vydání

Reading

Místo konání akce

Aalborg University, Copenhagen, Denmark

Datum konání akce

30. 10. 2014

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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