5. Tests: Assessing Learning

  1. William Horton

Published Online: 1 DEC 2011

DOI: 10.1002/9781118256039.ch5

E-Learning by Design, 2nd Edition

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

Publication History

  1. Published Online: 1 DEC 2011
  2. Published Print: 26 SEP 2011

ISBN Information

Print ISBN: 9780470900024

Online ISBN: 9781118256039

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Keywords:

  • fill-in-the-blanks;
  • formal tests;
  • knowledge;
  • learners;
  • matching-list;
  • sequence test

Summary

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

e-Learning; Performance simulation test