So the good news is that massive courses have the technology and the audience needed to generate massive (or “Big”) data, enough data to give course developers the statistics they need to refine and revise testing so that it more capably screens those who know from those who don’t. And, if combined with some of […]
MOOC Testing and Big Data
I hope I’ve not lost too many people as this week’s series dove into some of the more technical aspects of testing. It’s just that, having spent so many years in both the professional testing and education industries, it struck me how some of the principles of the former could really improve the quality of […]
Testing – Asking the Right Questions
The huge enrollments in massive open courses requires automation of as many aspects of the teaching process as possible, which is why machine-scored testing will likely be part of the MOOC “package,” even if what the machine can score becomes more sophisticated over the coming months and years. But since the one thing we can […]
Testing – Best Practices
Most test development begins and ends with the writing of test questions. For instance, a teacher preparing a quiz or exam for his or her students usually starts not from the type of statistically validated test plan described in the previous post (the type of test plan created to drive development of a content-valid standardized […]
Testing – Plan Ahead
Over the next few of days, I’m going to see how far we can get covering the entire professional test development process and showing how these steps can inform the creation of more accurate and challenging assessments for MOOCs and similar high-scale learning programs. Those interested in more in-depth coverage of this subject can check […]
- « Previous Page
- 1
- …
- 70
- 71
- 72
- 73
- 74
- …
- 78
- Next Page »