Systems for computer based assessment as well as learning management systems offer a number of innovative closed question types, which are used more and more in higher education. These closed questions are used in computer based summative exams, in diagnostic tests, and in computer based activating learning material. Guidelines focusing on the design of closed questions were formulated. The use of these guidelines was evaluated in fifteen case studies in higher education. The conclusion is drawn that guidelines are useful, but should be applied in a broad approach that is best to be supported by educational technologists.
|Number of pages||29|
|Journal||e-Journal of Instructional Science and Technology|
|Publication status||Published - 2007|