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ERIC Number: EJ1062822
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: EISSN-2161-4210
Fair and Equitable Measurement of Student Learning in MOOCS: An Introduction to Item Response Theory, Scale Linking, and Score Equating
Meyer, J. Patrick; Zhu, Shi
Research & Practice in Assessment, v8 p26-39 Sum 2013
Massive open online courses (MOOCs) are playing an increasingly important role in higher education around the world, but despite their popularity, the measurement of student learning in these courses is hampered by cheating and other problems that lead to unfair evaluation of student learning. In this paper, we describe a framework for maintaining test security and preventing one form of cheating in online assessments. We also introduce readers to item response theory, scale linking, and score equating to demonstrate the way these methods can produce fair and equitable test scores. Patrick Meyer is an Assistant Professor in the Curry School of Education at the University of Virginia. He is the inventor of jMetrik, an open source psychometric software program. Shi Zhu is a doctoral student in the Research, Statistics, and Evaluation program in the Curry School of Education. He holds a Ph.D. in History from Nanjing University in China.
Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A