東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The efficacy of authentic assessment...

Johnson, Yvonne L.

FindBook

Google Book

Amazon

博客來

The efficacy of authentic assessment versus pencil and paper testing in evaluating student achievement in a basic technology course.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The efficacy of authentic assessment versus pencil and paper testing in evaluating student achievement in a basic technology course./
作者:	Johnson, Yvonne L.
面頁冊數:	116 p.
附註:	Adviser: Linda Gatlin.
Contained By:	Dissertation Abstracts International68-02A.
標題:	Education, Business. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3254438

The efficacy of authentic assessment versus pencil and paper testing in evaluating student achievement in a basic technology course.
Johnson, Yvonne L.

The efficacy of authentic assessment versus pencil and paper testing in evaluating student achievement in a basic technology course. - 116 p.

Adviser: Linda Gatlin.

Thesis (Ed.D.)--Walden University, 2007.

This quantitative study investigated traditional, multiple-choice assessment and formative computerized, authentic assessments in evaluating student achievement. The purposes of the study were to determine whether the evaluation of student achievement is adequately measured in traditional and authentic assessments, and if authentic assessment can be a formative evaluation tool. In constructivist philosophy, learning is optimized when the learners are physically and mentally engaged in relevant learning in technology rich, participatory environments that allow students to base understanding on their own concrete experiences. The primary research question investigated if differences existed in the evaluation of student achievement using objective and formative computerized assessment. Employing a quasi-experimental design, 100 students participated in pretests and posttests. The treatment group used formative computerized assessment; the control group used traditional multiple choice. The researcher used independent-measures t-test and analysis of variance (ANOVA) to analyzed data. The treatment group scored significantly higher on the posttest. Recommendations include replicating the study using urban or rural student populations. An enriched, authentic learning experience benefits each student increasing the level of student achievement. Assessment should be embedded in the curriculum indistinguishable from instructional content. This assessment provides immediate feedback enabling teachers to plan interventions, and reduces grading.Subjects--Topical Terms:

1017515
Education, Business.

The efficacy of authentic assessment versus pencil and paper testing in evaluating student achievement in a basic technology course.
LDR:02476nam 2200277 a 45 001 941717
005 20110519
008 110519s2007 ||||||||||||||||| ||eng d
035 $a (UMI)AAI3254438
035 $a AAI3254438
040 $a UMI $c UMI
100 1 $a Johnson, Yvonne L. $3 1265811
245 1 4 $a The efficacy of authentic assessment versus pencil and paper testing in evaluating student achievement in a basic technology course.
300 $a 116 p.
500 $a Adviser: Linda Gatlin.
500 $a Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0444.
502 $a Thesis (Ed.D.)--Walden University, 2007.
520 $a This quantitative study investigated traditional, multiple-choice assessment and formative computerized, authentic assessments in evaluating student achievement. The purposes of the study were to determine whether the evaluation of student achievement is adequately measured in traditional and authentic assessments, and if authentic assessment can be a formative evaluation tool. In constructivist philosophy, learning is optimized when the learners are physically and mentally engaged in relevant learning in technology rich, participatory environments that allow students to base understanding on their own concrete experiences. The primary research question investigated if differences existed in the evaluation of student achievement using objective and formative computerized assessment. Employing a quasi-experimental design, 100 students participated in pretests and posttests. The treatment group used formative computerized assessment; the control group used traditional multiple choice. The researcher used independent-measures t-test and analysis of variance (ANOVA) to analyzed data. The treatment group scored significantly higher on the posttest. Recommendations include replicating the study using urban or rural student populations. An enriched, authentic learning experience benefits each student increasing the level of student achievement. Assessment should be embedded in the curriculum indistinguishable from instructional content. This assessment provides immediate feedback enabling teachers to plan interventions, and reduces grading.
590 $a School code: 0543.
650 4 $a Education, Business. $3 1017515
650 4 $a Education, Technology. $3 1017498
650 4 $a Education, Vocational. $3 1017499
690 $a 0688
690 $a 0710
690 $a 0747
710 2 $a Walden University. $3 718925
773 0 $t Dissertation Abstracts International $g 68-02A.
790 $a 0543
790 1 0 $a Gatlin, Linda, $e advisor
791 $a Ed.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3254438