Study maps as a tool for the adaptive tests construction

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62156489%3A43110%2F13%3A00212120" target="_blank" >RIV/62156489:43110/13:00212120 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.11118/actaun201361072045" target="_blank" >http://dx.doi.org/10.11118/actaun201361072045</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.11118/actaun201361072045" target="_blank" >10.11118/actaun201361072045</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Study maps as a tool for the adaptive tests construction

Popis výsledku v původním jazyce

Measurement of students' knowledge is an essential part of the educational process. Teachers on universities often use computer-based tests to testing a large number of students in a short time. The question is, what kind of information these tests provide, and if it is possible to classify students on this basis. Praxis shows that the scalar test results in the form of simple numbers cannot be plainly interpreted as the level of knowledge; moreover it is not easy to build such tests, which detect the necessary information. In the first part of the article we present the results of pedagogical experiment focused on the difference between information obtained through the computer-based test and a teacher's interview with the same students. Possible starting point to improve information from computer-based tests in non-scalar form is a construction of an adaptive test, adapting test items to identify knowledge similar to a conversation with a teacher. As a tool for the design of the adap

Název v anglickém jazyce

Study maps as a tool for the adaptive tests construction

Popis výsledku anglicky

Measurement of students' knowledge is an essential part of the educational process. Teachers on universities often use computer-based tests to testing a large number of students in a short time. The question is, what kind of information these tests provide, and if it is possible to classify students on this basis. Praxis shows that the scalar test results in the form of simple numbers cannot be plainly interpreted as the level of knowledge; moreover it is not easy to build such tests, which detect the necessary information. In the first part of the article we present the results of pedagogical experiment focused on the difference between information obtained through the computer-based test and a teacher's interview with the same students. Possible starting point to improve information from computer-based tests in non-scalar form is a construction of an adaptive test, adapting test items to identify knowledge similar to a conversation with a teacher. As a tool for the design of the adap

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

IN - Informatika

OECD FORD obor

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Projekt

—

Návaznosti

Z - Vyzkumny zamer (s odkazem do CEZ)

Rok uplatnění

2013

Kód důvěrnosti údajů

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

Název periodika

Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis

ISSN

1211-8516

e-ISSN

—

Svazek periodika

61

Číslo periodika v rámci svazku

7

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

10

Strana od-do

2045-2054

Kód UT WoS článku

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EID výsledku v databázi Scopus

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