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Journal Issue
Volume 13 Issue 4, ECEL 2014 / Apr 2015  pp205‑315

Editor: Kim Long

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EJEL Editorial  pp205‑206

Kim Long

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Assessment in Massive Open Online Courses  pp207‑216

Wilfried Admiraal, Bart Huisman, Olga Pilli

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Affordances of Educational Learning Technologies in Higher Education Multicultural Environments Multicultural Learning Environments  pp217‑227

Edilson Arenas

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Online formative assessment in higher education: Its pros and cons  pp228‑236

Zwelijongile Gaylard Baleni

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It Takes a Community to Develop a Teacher: Testing a New Teacher Education Model for Promoting ICT in Classroom Teaching Practices in Chile  pp237‑249

Paula Charbonneau-Gowdy

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Adding Value: Open Online Learning and the MBA  pp250‑259

Rachel Fitzgerald, Maggie Anderson, Ross Thompson

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Developing confidence in the use of digital tools in teaching  pp260‑267

Dr Sue Greener, Craig Wakefield

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The Scoring of Matching Questions Tests: A Closer Look  pp268‑276

Antonín Jančařík, Yvona Kostelecká

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Abstract

Abstract: Electronic testing has become a regular part of online courses. Most learning management systems offer a wide range of tools that can be used in electronic tests. With respect to time demands, the most efficient tools are those that allow automa tic assessment. The presented paper focuses on one of these tools: matching questions in which one question can be paired with multiple response terms. The aim of the paper is to identify how the types of questions used in a test can affect student result s on such tests expressed as test scores. The authors focus mainly on the issue of the possible increase in scores that can occur with the use of closed questions, when students, after selecting the answers to the questions they know the correct answers t o, then guess the answers to the remaining questions (see Diamond and Evans, 1973, Ebel and Frisbie, 1986, Albanese, 1986). The authors show how the number of distractors (unused answers) included in a question influences the overall test score. The d ata on multiple‑choice and alternative‑ response tests are well‑known. But not much is known about matching questions. Estimating formula scores for matching‑question tests is important for determining the threshold at which students demonstrate they poss ess the required level of knowledge. Here the authors will compare the scores obtained for three types of closed questions: multiple choice, alternative response and matching questions. The analysis of matching assignments in this paper demonstrates that they are a useful tool for testing skills. However, this holds only if the assignment has at least two distractors. Then the informational value of this type of assignment is higher than that of multiple‑choice assignments with three distractors. The resu lts currently indicate that these types of assignment are not useful if the objective of the testing is to rank students or to distinguish between very good students … and this applies even if two distractors are used. In the case of such an objective, it is better to use multiple‑choice assignments. 

 

Keywords: Keywords: testing, random score, test results, matching type, score formula, formula scoring

 

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The Effectiveness of E‑Learning: An Explorative and Integrative Review of the Definitions, Methodologies and Factors that Promote e‑Learning Effectiveness  pp277‑289

Signe Schack Noesgaard, Rikke Ørngreen

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Evaluation as a Powerful Practices in Digital Learning Processes  pp290‑300

Birgitte Holm Sørensen, Karin Tweddell Levinsen

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Reflections of Students language Usage in Social Networking Sites: Making or Marring Academic English  pp301‑315

Saraswathy Thurairaj, Er Pek Hoon, Swagata Sinha Roy, Pok Wei Fong

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