Scalise, K.; Bernbaum, D.J.; Timms, M.; Harrell, S.V.; Burmester, K.; Kennedy, C.A.; Wilson, M.: Adaptive technology for e-learning : principles and case studies of an emerging field (2007)
0.08
0.07600442 = product of:
0.17100994 = sum of:
0.008208414 = weight(_text_:information in 1323) [ClassicSimilarity], result of:
0.008208414 = score(doc=1323,freq=2.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.116372846 = fieldWeight in 1323, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.046875 = fieldNorm(doc=1323)
0.02815857 = weight(_text_:study in 1323) [ClassicSimilarity], result of:
0.02815857 = score(doc=1323,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.21553972 = fieldWeight in 1323, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.046875 = fieldNorm(doc=1323)
0.11120928 = weight(_text_:teaching in 1323) [ClassicSimilarity], result of:
0.11120928 = score(doc=1323,freq=4.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.5093896 = fieldWeight in 1323, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.046875 = fieldNorm(doc=1323)
0.023433676 = product of:
0.046867352 = sum of:
0.046867352 = weight(_text_:evaluation in 1323) [ClassicSimilarity], result of:
0.046867352 = score(doc=1323,freq=2.0), product of:
0.16854395 = queryWeight, product of:
4.1947007 = idf(docFreq=1811, maxDocs=44218)
0.04018021 = queryNorm
0.278072 = fieldWeight in 1323, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.1947007 = idf(docFreq=1811, maxDocs=44218)
0.046875 = fieldNorm(doc=1323)
0.5 = coord(1/2)
0.44444445 = coord(4/9)
- Abstract
- This article discusses the rapidly emerging field of computer-based assessment for adaptive content in e-learning (National Research Council, 2001), which we call differentiated e-learning. In e-learning products, a variety of assessment approaches are being used for such diverse purposes as adaptive delivery of content, individualizing learning materials, dynamic feedback, cognitive diagnosis, score reporting, and course placement (Gifford, 2001). A recent paper at the General Teaching Council Conference in London, England, on teaching, learning, and accountability described assessment for personalized learning through e-learning products as a quiet revolution taking place in education (Hopkins, 2004). In our study, we examine approaches for the use of assessment evidence in e-learning in four case studies. The products in the case studies were selected for exhibiting at least one exemplary aspect regarding assessment and measurement. The principles of the Berkeley Evaluation & Assessment Research Center Assessment System (Wilson & Sloane, 2000) are used as a framework of analysis for these products with respect to key measurement principles.
- Source
- Journal of the American Society for Information Science and Technology. 58(2007) no.14, S.2295-2309
