Literaturnachweis - Detailanzeige
Sonst. Personen | Mayrath, Michael C. (Hrsg.); Clarke-Midura, Jody (Hrsg.); Robinson, Daniel H. (Hrsg.); Schraw, Gregory (Hrsg.) |
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Titel | Technology-based assessments for 21st century skills. Theoretical and practical implications from modern research. |
Quelle | Charlotte, NC: Information Age Publ. (2012), IX, 386 S. |
Reihe | Current perspectives on cognition, learning, and instruction |
Beigaben | Illustrationen |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 1-61735-632-8; 978-1-61735-632-2 |
Schlagwörter | Bildung; Informationstechnologische Bildung; Kompetenz; Kognitiver Prozess; Kreativität; Problemlösen; Testtheorie; Testverfahren; Multimedia; Lernumgebung; Soziale Kompetenz; Lernkompetenz; Computerspiel; Lernspiel; Computerunterstütztes Verfahren; Technologiebasiertes Testen; Informationskompetenz; Kooperation; Leistungsmessung; Technik; Theorie; Zukunft; Online |
Abstract | In this book, leading scholars from multiple disciplines present their latest research on how to best measure complex knowledge, skills, and abilities using technology-based assessments. All authors discuss theoretical and practical implications from their research and outline their visions for the future of technology-based assessments. Chapters Two through Seven discuss game-based or simulation-based assessments developed using the ECD [Evidence Centered Design] framework. In Chapter 8, the authors present 'Good Assessment for Twentyfirstcentury Education' (GATE) and outline a framework for using games as assessments. In Chapter 9, the authors present an architecture for game-based assessment and describe relationships of learning goals, cognitive demands, and domain and task features. Chapters 10 and 11 focus specifically on using technology to assess inquiry learning. In Chapters 12, 13, and 14, the authors use cognitive load theory as a framework for designing technology-based assessments. The volume concludes with two Chapters, which explore technology-based assessments at a meta-level. (DIPF/Orig./pr). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2012/3 |