Relevant bibliographies by topics / Computer-assisted instruction. Educational tests and measurements

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Computer-assisted instruction. Educational tests and measurements'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Computer-assisted instruction. Educational tests and measurements.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Computer-assisted instruction. Educational tests and measurements"

1

Shenouda, Wagih, and Vicki Wolfe. "Integrating Computer Assisted Instruction with the Teaching of Language." Journal of Educational Technology Systems 24, no. 2 (1995): 189–94. http://dx.doi.org/10.2190/l3y5-vhqh-1m38-bq5h.

Full text
Abstract:
Faculty and Educational Technology Center staff at the College at Old Westbury have created an electronic language laboratory and integrated it into a variety of language courses, including English as a Second Language (ESL), Spanish, and French. This presentation describes the selection of the lab's software and hardware, a description of two ESL programs, and a discussion of the integration of these programs into the classroom curriculum. Using pre- and post-tests, we have measured students' progress in acquiring college-level English language skills by supplementing in-class instruction wit
APA, Harvard, Vancouver, ISO, and other styles
2

Collins, Maria, Douglas Carnine, and Russell Gersten. "Elaborated Corrective Feedback and the Acquisition of Reasoning Skills: A Study of Computer-Assisted Instruction." Exceptional Children 54, no. 3 (1987): 254–62. http://dx.doi.org/10.1177/001440298705400308.

Full text
Abstract:
The study compared basic and elaborated corrections within the context of otherwise identical computer-assisted instruction (CAI) programs that taught reasoning skills. Twelve learning disabled and 16 remedial high school students were randomly assigned to either the basic-corrections or elaborated-corrections treatment. Criterion-referenced test scores were significantly higher for the elaborated-corrections treatment on both the post and maintenance tests and on the transfer test. Time to complete the program did not differ significantly for the two groups.
APA, Harvard, Vancouver, ISO, and other styles
3

de Koning, Baukje, Marieke Timmerman, Paul van Geert, and Bieuwe van der Meulen. "Identifying Learning Trajectories While Playing a Learning-to-Learn Computer Game in Different Children and Instruction Types." Journal of Cognitive Education and Psychology 13, no. 1 (2014): 53–75. http://dx.doi.org/10.1891/1945-8959.13.1.53.

Full text
Abstract:
This research focuses on identifying learning trajectories expressed among children playing a learning-to-learn computer game and examining the relationships between the learning trajectories and individual characteristics such as developmental age, prior knowledge, and instruction type (adult- and/or computer-assisted, or no instruction). Each child in the sample (N = 184; ages 2.6–4.2 years) repeatedly played the game, resulting in 13 measurements. At each measurement, we registered 7 aspects of mouse behavior such as error frequency, mouse click frequency, and reaction times. Based on those
APA, Harvard, Vancouver, ISO, and other styles
4

D'Souza, Patricia Veasey. "A CAI Approach to Teaching an Office Technology Course." Journal of Educational Technology Systems 17, no. 2 (1988): 135–40. http://dx.doi.org/10.2190/af7g-yj8g-3tq5-64xq.

Full text
Abstract:
Computerized instruction has already affected our accepted notions of “teaching” to a considerable extent, and is certain to have increasing influence in the future. As we cultivate computerized technology into our educational systems, care must be taken to insure that these new computerized methods are in accordance with our hard-earned knowledge concerning teaching and learning. This study investigates the difference between Computer-assisted Instruction (CAI) and the more traditional lecture instruction in teaching an office technology course. Results using t-tests indicated that students i
APA, Harvard, Vancouver, ISO, and other styles
5

Rezaei, Alireza, and Larry Katz. "A Cognitive Model for Conceptual Change in Science Instruction with a Focus on Educational Software Development." Journal of Educational Computing Research 19, no. 2 (1998): 155–74. http://dx.doi.org/10.2190/6yuf-wnyu-7gx0-02a7.

Full text
Abstract:
In this article the authors introduce the Inventive Model as a theoretical base for science instruction and for software development in science education. The Inventive Model is a constructivistic approach to conceptual change. This model is presented as a response to the urgent need for a theoretical framework for software development in the area of conceptual understanding in science and mathematics. The model is based on the theoretical works of the pioneers in the field as well as the recent innovative/effective practices in science instruction. Some components of the model have been teste
APA, Harvard, Vancouver, ISO, and other styles
6

Kelly, Anthony E., and Angela O'Donnell. "Hypertext and the Study Strategies of Preservice Teachers: Issues in Instructional Hypertext Design." Journal of Educational Computing Research 10, no. 4 (1994): 373–87. http://dx.doi.org/10.2190/um4g-fwy1-5wv4-y15w.

Full text
Abstract:
It is a methodological challenge to study students' review of their lecture notes. First, the quality of their notes may vary considerably. Second, students review their notes with little monitoring or feedback. A hypertext program monitored the lecture note review strategies of individuals and dyads following two lectures about tests and measurements. It noted which concepts students sought at what level of detail, which content themes they favored, and which relationships among topics they pursued. Dyads' strategies were more comprehensive than the individuals' and were more directed at extr
APA, Harvard, Vancouver, ISO, and other styles
7

Walker, Stephanie. "Computer-Assisted Library Instruction and Face-to-Face Library Instruction Prove Equally Effective for Teaching Basic Library Skills in Academic Libraries." Evidence Based Library and Information Practice 3, no. 1 (2008): 57. http://dx.doi.org/10.18438/b8b62p.

Full text
Abstract:
A review of: 
 Zhang, Li, Watson, Erin M. and Banfield, Laura. "The Efficacy of Computer-Assisted Instruction Versus Face-to-Face Instruction in Academic Libraries: A Systematic Review." The Journal of Academic Librarianship 33.4 (July 2007): 478-484.
 
 Objective – To conduct a systematic review of several studies comparing the efficacy of face-to-face versus computer-assisted instruction (CAI) for teaching basic library skills to patrons of academic libraries.
 
 Design – Systematic review of existing studies (randomised controlled trials and controlled trials). &#x0
APA, Harvard, Vancouver, ISO, and other styles
8

Howell, Richard D., Patrick B. Scott, and Jeffrey Diamond. "The Effects of “Instant” Logo Computing Language on the Cognitive Development of Very Young Children." Journal of Educational Computing Research 3, no. 2 (1987): 249–60. http://dx.doi.org/10.2190/a0qk-hb7a-rxqb-70nc.

Full text
Abstract:
This study was designed to investigate whether the use of Logo accelerates the cognitive development of five- to seven-year-old children in a kindergarten class as measured by Piagetian-based tests of conservation of length, measurement and the ability to identify Euclidean shapes. The students in the study were exposed to an expanded form of “Instant Logo” programming language using a guided discovery instructional approach. The training period lasted for six months. Posttest results indicated no significant differences between groups on all the measures, however the Logo teachers reported fa
APA, Harvard, Vancouver, ISO, and other styles
9

Dimitrov, Dimiter M., and Debra Shelestak. "Psychometric Analysis of Performance on Categories of Client Needs and Nursing Process With the NLN Diagnostic Readiness Test." Journal of Nursing Measurement 11, no. 3 (2003): 207–23. http://dx.doi.org/10.1891/jnum.11.3.207.61270.

Full text
Abstract:
This article provides psychometric analysis of the performance of nursing students on categories of client needs (CN) and nursing process (NP) measured by the NLN Diagnostic Readiness Test (NLN-DRT) for RN licensure. While analyses of items and number-right score performance with NLN tests are well documented, the analysis of proficiency on categories that organize items at the conceptual level is limited to reporting basic classical statistics (e.g., proportion of correct scores and percentiles). The psychometric analysis of proficiency on categories of CN and NP in this article is based on i
APA, Harvard, Vancouver, ISO, and other styles
10

Freislich, Mary Ruth, and A. Bowen-James. "Effects of a change to more formative assessment among tertiary mathematics students." ANZIAM Journal 61 (September 2, 2020): C255—C272. http://dx.doi.org/10.21914/anziamj.v61i0.15166.

Full text
Abstract:
A change in teaching delivery at a large Australian university, from two semesters to three trimesters, was the occasion for using more formative assessment in a core first-year mathematics unit. This study compared evidence about learning outcomes for two cohorts in adjacent years. Cohort 1 was the last taught over a semester, and Cohort 2 the first taught over a trimester. There was no change in overall workload, and no change in the unit's total teaching hours, syllabus or materials. Assessments were changed for class tests during the teaching period by giving Cohort 2 access to unlimited p
APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Computer-assisted instruction. Educational tests and measurements"

1

Sawtelle, John Douglas. "A comparative analysis of student performance utilizing computer based instruction and teacher based instruction within a secondary mathematics setting." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2197.

Full text
Abstract:
This project addresses the question: does computer based instruction enhance student learning when compared to traditional lecture or teacher based instruction? The overall purpose of this project was an assessment of student performance before and after using computer based instruction versus a before and after assessment using traditional teacher based instruction.
APA, Harvard, Vancouver, ISO, and other styles
2

Whitworth, Clifford K. "Equivalency of paper-pencil tests and computer-administered tests." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2741/.

Full text
Abstract:
Are computer-administered versions of a multiple choice paper-pencil test equivalent? This study determined whether there were any significant differences between taking a traditional pencil-paper test and taking the same test using a computer. The literature has shown that there are intervening variables that have caused differences when not controlled. To prove equivalency between test modes, scores have to have similar means, dispersions, and shapes; the ranked-order of the scores must also be similar. Four tests were given over the course of a 16-week semester. The sample was divided, half
APA, Harvard, Vancouver, ISO, and other styles
3

Millsap, Claudette M. "Comparison of Computer Testing versus Traditional Paper and Pencil Testing." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2621/.

Full text
Abstract:
This study evaluated 227 students attending 12 classes of the Apprentice Medical Services Specialist Resident Course. Six classes containing a total of 109 students took the Block One Tests in the traditional paper and pencil form. Another six classes containing a total of 118 students took the same Block One Tests on computers. A confidence level of .99 and level of signifi­cance of .01 was established. An independent samples t-test was conducted on the sample. Additionally, a one-way analysis of variance was performed between the classes administered the Block One Tests on computers. Se
APA, Harvard, Vancouver, ISO, and other styles
4

Kubitza, Andy James. "Using standardized test reading comprehension software to improve student academic achievement in reading comprehension." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3262.

Full text
Abstract:
The purpose of this quantitative design research study for fourth grade students was to examine whether a web-based Standardized Test Preparation Intervention for reading comprehension was more effective and efficient in improving student academic achievement in reading comprehension than a paper-based Standarized Test Preparation Intervention. It was found that the paper-based reading comprehension intervention was equally effective as the web-based.
APA, Harvard, Vancouver, ISO, and other styles
5

Smith, Garrett William. "Toward a general student model a framework for sharing student data across multiple computer-based learning environments /." Diss., Online access via UMI:, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fielder, Patrick J. (Patrick Joseph). "A Comparison of the Effectiveness of Computer Adaptive Testing and Computer Administered Testing." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279192/.

Full text
Abstract:
The problem with which this study is concerned is determining the effectiveness of a computer adaptive test as compared to the effectiveness of using the entire test. The study has a twofold purpose. The first is to determine whether the two test versions generate equivalent scores, despite being of different lengths. The second is to determine whether the difference in time needed to take the computer adaptive test is significantly shorter than the computer administered full test.
APA, Harvard, Vancouver, ISO, and other styles
7

Grantz, David G. "Analysis of patterns of data use by teachers at Seaford Middle School." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 2.34Mb, 238 p, 2005. http://wwwlib.umi.com/dissertations/fullcit/3181866.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

McVay, Richard B. "An examination of computer anxiety related to achievement on paper-and-pencil and computer-based aircraft maintenance knowledge testing of United States Air Force technical training students." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3082/.

Full text
Abstract:
The purpose of this study was to determine whether varying levels of computer anxiety have an effect on computer-based testing of United States Air Force technical training students. The first chapter presents an overview of computer-based testing, defines key terms, and identifies questions addressed in the research. The rationale for conducting this study was that little research had been done in this area. The second chapter contains a review of the pertinent literature related to computer-based testing, computer anxiety, test reliability, validity, and gender differences in computer use. D
APA, Harvard, Vancouver, ISO, and other styles
9

Anderson, Tonya L. "Design of computer-aided instruction for basic statistics." Ohio : Ohio University, 1990. http://www.ohiolink.edu/etd/view.cgi?ohiou1183477603.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lee, Zeng-Han. "An Experimental Study on Situated and Dynamic Learning Assessment (SDLA) Environment." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28448/.

Full text
Abstract:
The current supplementary web based English learning in Taiwan provides online learning resources and gives assessments at the end of each lesson to evaluate learners' online learning results. Based on the testing results, instructors may adjust their in-class instructional method to focus on the students' weaknesses. For the average classroom size of 40 students with one instructor, it is extremely difficult to provide individual learning content for each learner's needs because each student has his or her own weaknesses. This study conducted the situated environment with Vygotsky's dynamic a
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Computer-assisted instruction. Educational tests and measurements"

1

Fedoruk, Pavlo Ivanovych. Adaptyvna systema dystant︠s︡iĭnoho navchanni︠a︡ ta kontroli︠u︡ znanʹ na bazi intelektualʹnykh Internet-tekhnolohiĭ. Vydavnycho-dyzaĭnersʹkyĭ viddil T︠S︡IT Prykarpatsʹkoho nat︠s︡ionalʹnoho univ. im. Vasyli︠a︡ Stefanyka, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Rita-Marie, Conrad, and Ely Donald P, eds. Assessing learners online. Pearson/Merrill Prentice Hall, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

1947-, Trollip Stanley R., ed. Computer-based instruction: Methods and development. Prentice-Hall, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

1947-, Trollip Stanley R., ed. Computer-based instruction: Methods and development. 2nd ed. Prentice Hall, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Koç, Selma. Assessment in online and blended learning environments. Information Age Publishing, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

service), SpringerLink (Online, ed. Computer Science and Educational Software Design: A Resource for Multidisciplinary Work in Technology Enhanced Learning. Springer-Verlag Berlin Heidelberg, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jeanne, Bleuer, and Maze Marilyn, eds. Counseling software guide: A resource for the guidance and human development professions. American Association for Counseling and Development, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Malach, Josef. Základy diagnostiky vědomostí s využitím počítače. Pedagogická fakulta v Ostravě, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Inc, ebrary, ed. Current issues and trends in special education: Identification, assessment and instruction. Emerald, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. s.n.]., 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Computer-assisted instruction. Educational tests and measurements"

1

Novogen, Olga, Birnaz Nina, and Elena Aurel Railean. "Assessment as Learning." In Assessment, Testing, and Measurement Strategies in Global Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2314-8.ch012.

Full text
Abstract:
There are three types of assessment: assessment for learning, assessment of learning, and assessment as learning. Assessment as learning refers to the use of ongoing self-assessment, reflection, and deeper understanding. Within the entrepreneurial program of the initial vocational-technical schools, the role of assessment refers to the facilitation of the students' personality (commitment to self-assessment; tolerance to ambiguity, uncertainty, as well as creativity, self-reliance, adaptability, motivation to excel, leadership) that are expected to line skills for a successful entrepreneurial competence. This chapter analyzes the specific features of the assessment model for entrepreneurial education programs. The core of the model is an instructional dynamic and flexible strategy, based on integration formative and summative assessment. Thus, the course in entrepreneurial competence is divided into three modules. The finality of each module is measured by formative computer-based assessment tests.
APA, Harvard, Vancouver, ISO, and other styles
2

Tsai, Shu-Chiao. "Task-Based Learning with Interactive ESP Courseware Integration in Higher Vocational Education." In Educational Stages and Interactive Learning. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch021.

Full text
Abstract:
This chapter reports on integrating a self-developed interactive courseware of English for Specific Purposes (ESP) into a self-study and elective course “English Reading for Technology” offered for sophomore students in the Applied Foreign Languages Department (AFLD) of a vocational university in Taiwan two hours per week for twelve weeks. A Computer-Assisted Language Learning (CALL) approach combined with a Task-Based Learning (TBL) approach was adopted. The course mainly focused on vocabulary, reading, and comprehension. Evaluation of implementing these Information and Communication Technologies (ICT) into ESP instruction with courseware integration was based upon data from a variety of pre- and post-tests including cloze, listening, writing, and Q&A. Meanwhile, a traditional teacher-centered Face-to-Face (F2F) instruction was conducted as a control group. The learning effectiveness in most of the post-tests under both instructions has been significantly improved. Students under the ICT instruction with courseware integration made as much progress as those did under the F2F instruction, suggesting that the well-structured courseware offered a potential solution to problems in the development and expansion in frequency of ESP courses in Taiwan by playing the role of an adjunct teacher, peer, and facilitator, through which students were able to practice language skills and learn content knowledge. Most students were satisfied with practices for learning English skills and professional knowledge provided by the courseware and had a positive attitude toward such ICT instruction. In addition, students used reading strategies to a high degree, and the most-commonly used reading strategies were cognitive, memory, and compensation, but social-affective strategies were least frequently employed.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Computer-assisted instruction. Educational tests and measurements' for particular source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography