5. Tests: Assessing Learning
Published Online: 1 DEC 2011
Copyright © 2012 John Wiley and Sons, Inc. All Rights Reserved.
E-Learning by Design, 2nd Edition
How to Cite
Horton, W. (2011) Tests: Assessing Learning, in E-Learning by Design, 2nd Edition, Pfeiffer, San Francisco, CA, USA. doi: 10.1002/9781118256039.ch5
- Published Online: 1 DEC 2011
- Published Print: 26 SEP 2011
Print ISBN: 9780470900024
Online ISBN: 9781118256039
- formal tests;
- sequence test
Any activity that provides feedback on performance of an objective can serve as a test. Tests are difficult to create and administer. Odin Westgaard lists three conditions for using formal tests with recorded scores: learners require specific skills, knowledge, and attitudes, One do not know whether learners possess those skills, knowledge, or attitudes and a test is the best way to provide that assessment. Any activity that can be scored by a computer or human can be a test question. For that reason, there are an unlimited number of test questions possible. This chapter introduces the most popular types. It is weighted heavily toward simple ones that can be created by a variety of simple tools and that can be scored by the computer. The most popular types question such as true/false, pick-one, pick-multiple, fill-in-the-blanks, matching-list, sequence, composition and performance.
Controlled Vocabulary Terms
attitude; knowledge; skill; test sequence