Prepare items for Large Scale Computer Based Assessment: Case study for Teachers’ Certification on Basic Computer Skills

Academic dishonesty and trustworthy assessment in online learning: A systematic literature review

“…It is intended that the items that come out are more random by considering the level of difficulty of the items (Scheuermann & Pereira, 2008). It can minimize the potential for item leaking in the assessment process (Christakoudis et al, 2011). Item leaking is one form of AD that is widely reported in an online assessment, especially in MOOCs learning (Alexandron et al, 2017).…”

Face to face or blended learning? A case study: Teacher training in the pedagogical use of ICT

“…The questions are answered through a specialized certification software application and they are automatically graded. The development of questions follows specific rules and quality assurance processes, in order for a big test item bank to be constructed, which feeds the tests (Christakoudis et al, 2011). Some questions and their alternative answers are extremely simple while other ones are more complicated i.e.…”

The evolution of technology-based assessment: past, present, and future

“…The development, spread and accessibility of technology offer extraordinary opportunities for the improvement of educational assessment. For example, CBA facilitates highly efficient data collection and more exact, more varied testing procedures to measure more complex skills and abilities and administer more realistic, application-oriented tasks in more authentic testing environments than those of PP assessments (Beller, 2013;Bennett, 2002;Breiter et al, 2013;Bridgeman, 2010;Christakoudis et al, 2011;Csapó et al, 2012;Farcot and Latour, 2009;Kikis, 2010;Martin, 2010;Martin and Binkley, 2009;Moe, 2010;Ripley, 2010;Van Lent, 2010). Its increased effectiveness and advantages can be observed on every level of assessment:…”