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ERIC Number: EJ908639
Record Type: Journal
Publication Date: 2011-Apr
Pages: 21
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
The Applicability of Interactive Item Templates in Varied Knowledge Types
Koong, Chorng-Shiuh; Wu, Chi-Ying
Computers & Education, v56 n3 p781-801 Apr 2011
A well-edited assessment can enhance student's learning motives. Applicability of items, which includes item content and template, plays a crucial role in authoring a good assessment. Templates in discussion contain not only conventional true & false, multiple choice, completion item and short answer but also of those interactive ones. Methods provided for answering interactive question can be click and select, drag and drop, collide, and magnetize, while operational interactive templates can include Link, Match, Classification, and Order. During the process of item authoring, dilemma often appears since not all the same interactive item template can fit into testing for different knowledge types, and different item templates also have their limitations in assessing different knowledge types. This research intends to clarify what type of interactive multimedia item template is appropriate for a certain knowledge type, and to explore how interactive multimedia item template can integrate with Bloom's Taxonomy. The result indicates that (1) Link template is applicable for Remembering type of knowledge; (2) Match template is suitable for Understanding and Applying type of knowledge; and (3) both Link and Match template can better evaluate Analyzing type of knowledge. Furthermore, for the underachiever, testee is most suitable for Link item on Remembering, Math item on Understanding, Match item on Applying, Match and Link item on Analyzing type of knowledge. Study result is intended to provide information for teachers as to what interactive multimedia item template can best achieve the expected assessment effect. (Contains 10 tables and 14 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A