Methods and Materials for Geography Education Improvement through Innovative, Machine-Scored Assessment.

Autor/inn/en	Hyers, Albert D.; Anderson, Paul S.
Titel	Methods and Materials for Geography Education Improvement through Innovative, Machine-Scored Assessment.
Quelle	(1991), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Comparative Testing; Computer Assisted Testing; Difficulty Level; Educational Assessment; Educational Improvement; Educational Innovation; Geography; Higher Education; Instructional Materials; Multiple Choice Tests; Scoring; Teaching Methods; Test Format; Test Items; Test Reliability + Suchen Sie Ihr Suchwort? Collegestudent; Schwierigkeitsgrad; Education; assessment; Bewertungssystem; Teaching improvement; Unterrichtsentwicklung; Instructional innovation; Bildungsinnovation; Geografie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Testentwicklung; Test content; Testaufgabe; Testreliabilität
Abstract	Using matched pairs of geography questions, a new testing method for machine-scored fill-in-the-blank, multiple-digit testing (MDT) questions was compared to the traditional multiple-choice (MC) style. Data were from 118 matched or parallel test items for 4 tests from 764 college students of geography. The new method produced superior results when measured by three widely accepted education statistics: (1) item difficulty; (2) item discrimination; and (3) test reliability (Kudor-Richardson Formula 20). MDT equivalents of world geography MC questions were more difficult and had 14% better discrimination. Map location questions were much easier than concept questions regardless of style. Furthermore, in contrast to the traditional MC format, the MDT method more clearly identified marginal examinees as indicated by standardized tests and especially by cumulative grade point averages. The analysis suggests that the MDT method fosters increased learning of geography because it discourages guessing and recognition as examination strategies. Geography teachers can effectively and easily use this method. Two tables and seven figures illustrate the discussion. (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC