Describes research conducted in the United Kingdom that asked Open University distance education students what type of assignment feedback they would like to receive. Interviews with 22 students are discussed that ascertained their views regarding feedback on tutor-marked assignments and computer-marked assignments. (Author/LRW)

Faculty teaching distance courses continuously seek ways to maximize learning for students. Two practice with feedback strategies were examined in this study for their impact on students' achievement and attitudes in an upper-division university level web-based course. One format contained higher structure and dialog creating lower transactional…

With the introduction of online course surveys comes the related issue of reporting survey results. This article is based on the experiences of Georgia Institute of Technology in Atlanta (Georgia Tech), a large, Doctoral/Research-Extensive institution where all end-of-term course surveys have been online since the fall semester of 1999. This…

Computer-assisted teaching and assessment has become a regular feature across many areas of the curriculum in higher education courses around the world in recent years. This development has resulted in the "digital divide" between disabled students and their nondisabled peers regarding their participation in computer-assisted courses. However,…

The Association Supporting Computer Users in Education (ASCUE) is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. ASCUE has a strong tradition of bringing its members together to pool their…

Computer-based assessments are becoming more commonplace, perhaps as a necessity for faculty to cope with large class sizes. These tests often occur in large computer testing venues in which test security may be compromised. In an attempt to limit the likelihood of cheating in such venues, randomised presentation of items is automatically…

Recently, a lot of open source e-learning platforms have been offered for free in the Internet. We thus incorporate the intelligent diagnosis and assessment tool into an open software e-learning platform developed for programming language courses, wherein the proposed learning diagnosis assessment tools based on text mining and machine learning…

The degree to which item review on a computerized adaptive test (CAT) could be used by examinees to inflate their scores artificially was studied. G. G. Kingsbury (1996) described a strategy in which examinees could use the changes in item difficulty during a CAT to determine which items' answers are incorrect and should be changed during item…

Expert systems can be used to aid decision making. A computerized adaptive test (CAT) is one kind of expert system, although it is not commonly recognized as such. A new approach, termed EXSPRT, was devised that combines expert systems reasoning and sequential probability ratio test stopping rules. EXSPRT-R uses random selection of test items,…

This paper addresses instrumentation design and an ongoing study of an online formative assessment instrument and its effects in pre-college (developmental/remedial) mathematics courses. The use of facet theory and instructional technologies are harmonized to construct and scale an online instrument designed to document student procedures while…

This research aimed to investigate the effect of computers on the test and inter-rater reliability of writing test scores of ESL learners. Writing samples of 20 pen-paper and 20 computer group students were scored in analytic scoring method by two scorers, and then the scores were analyzed in Alpha (Cronbach) model. The results showed that the…

A computer-administered (CA) form of the Multidimensional Personality Questionnaire (MPQ) (A. Tellegen, 1982) was created, and scores of 126 college students were compared to those of 101 who took a paper-and-pencil MPQ. Multivariate analyses found no group differences for the CA format, and likelihood of profile validity was decreased. Results…

The New Japanese version of the Minnesota Multiphasic Personality Inventory (MMPI) was administered twice to 200 Japanese female college students to verify the equivalence of the computer- and booklet-administered formats. For four scales, scores from the computer version were statistically significantly higher than those from the booklet…

Studied the cognitive equivalence of computerized and paper-and-pencil reading comprehension tests using verbal protocol analysis. Results for 48 college students indicate that the only significant difference between the computerized and paper-and-pencil tests was in the frequency of identifying important information in the passage. (SLD)

Describes the academic context in which the "French CAT" was created and trialed and gives a detailed consideration of the test presentation platform and operating algorithms. Finally, the article evaluates the first administration of the test and discusses its reliability and validity as a placement instrument for first-year Australian…