Traditional versus Computer-Mediated Approaches of Teaching Educational Measurement

Autor/inn/en	Alkharusi, Hussain; Kazem, Ali; Al-Musawai, Ali
Titel	Traditional versus Computer-Mediated Approaches of Teaching Educational Measurement
Quelle	In: Journal of Instructional Psychology, 37 (2010) 2, S.99-111 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-1956
Schlagwörter	Control Groups; Measurement Techniques; Foreign Countries; Classroom Environment; Student Evaluation; Pretests Posttests; Undergraduate Study; Computer Assisted Instruction; Oman + Suchen Sie Ihr Suchwort? Messtechnik; Ausland; Klassenklima; Unterrichtsklima; Schulnote; Studentische Bewertung; Grundstudium; Computer based training; Computerunterstützter Unterricht
Abstract	Research suggests that to adequately prepare teachers for the task of classroom assessment, attention should be given to the educational measurement instruction. In addition, the literature indicates that the use of computer-mediated instruction has the potential to affect student knowledge, skills, and attitudes. This study compared the effects of a traditional face-to-face instruction of an undergraduate level educational measurement course to a computer-mediated instruction on academic course performance, educational measurement knowledge, skills, and attitudes of teacher education students (N = 51) at Sultan Qaboos University in Oman, using a posttest-only control group design. Results revealed statistically significant group differences favoring the computer-mediated instruction. Implications and recommendations for educational measurement instruction and research are discussed. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10