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This volume offers an expansion of ideas presented at a recent
conference convened to identify the major strategies and more
promising practices for assessing technology. The authors --
representing government, business, and university sectors -- helped
to set the boundaries of present technology assessment by offering
perspectives from computer science, cognitive and military
psychology, and education. Their work explores both the use of
techniques to assess technology and the use of technology to
facilitate the assessment process.
This volume explores the application of computer simulation technology to measurement issues in education -- especially as it pertains to problem based learning. Whereas most assessments related to problem solving are based on expensive and time consuming measures (i.e., think-aloud protocols or performance assessments that require extensive human rater scoring), this book relies on computerization of the major portion of the administration, scoring, and reporting of problem-solving assessments. It is appropriate for researchers, instructors and graduate students in educational assessment, educational technology, and educational psychology.
This volume explores the application of computer simulation technology to measurement issues in education -- especially as it pertains to problem based learning. Whereas most assessments related to problem solving are based on expensive and time consuming measures (i.e., think-aloud protocols or performance assessments that require extensive human rater scoring), this book relies on computerization of the major portion of the administration, scoring, and reporting of problem-solving assessments. It is appropriate for researchers, instructors and graduate students in educational assessment, educational technology, and educational psychology.
This volume presents a variety of overall assessments of technology
and individual descriptions of work-in-progress. Supported by
private funders, non-profit organizations, government agencies, and
a variety of other sources, these efforts address education
programs focused on specific subject matter such as mathematics or
troubleshooting of school-based learning using computers. They also
focus on classes of technology such as intelligent systems,
distance learning, and hypertext. Taken together, they portray the
range of strategies through which we can begin to understand the
impact of educational technology in the future. In addition, they
illustrate different approaches currently adopted by technology
designers to place and explain their work in a larger context.
This volume presents a variety of overall assessments of technology
and individual descriptions of work-in-progress. Supported by
private funders, non-profit organizations, government agencies, and
a variety of other sources, these efforts address education
programs focused on specific subject matter such as mathematics or
troubleshooting of school-based learning using computers. They also
focus on classes of technology such as intelligent systems,
distance learning, and hypertext. Taken together, they portray the
range of strategies through which we can begin to understand the
impact of educational technology in the future. In addition, they
illustrate different approaches currently adopted by technology
designers to place and explain their work in a larger context.
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