An item response theory (IRT)-based framework for evaluating multimedia content in e-learning environments (Αξιολόγηση πολυμεσικού μαθησιακού υλικού με εφαρμογή της θεωρίας απόκρισης ερωτήματος (IRT) σε συστήματα ηλεκτρονικής μάθησης)

Fotaris, Panagiotis (2011) An item response theory (IRT)-based framework for evaluating multimedia content in e-learning environments (Αξιολόγηση πολυμεσικού μαθησιακού υλικού με εφαρμογή της θεωρίας απόκρισης ερωτήματος (IRT) σε συστήματα ηλεκτρονικής μάθησης). Doctoral thesis, University of Macedonia, Thessaloniki.

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Abstract

The scope of this thesis is to provide a methodological and architectural framework which embeds in a Learning Management System (LMS) a user-friendly analysis tool based in Item Response Theory (IRT) in order to maintain a high level of quality in the self-assessment tests and help test developers decide whether a test item can be reused as is, should be revised before reuse or should be taken out of the active stem pool. Additionally, it introduces a comprehensible way to present IRT analysis results without delving into unnecessary details. Instead of memorizing numerous commands and scenarios from technical manuals, test developers can easily detect problematic questions from the familiar user interface of a LMS. Finally, this thesis uses introduces four quality indices as a means to evaluate the accuracy of the IRT analysis and provide test developers with a success rate of detecting potentially flawed items, thus proving that when used appropriately by a LMS, IRT can improve the assessment quality, increase the efficiency of the testing process, and provide in-depth descriptions of item and test properties.

Item Type: Thesis (Doctoral)
Uncontrolled Keywords: E-learning, Distance learning, Learning assessment, Item response theory, Learning management system, Self-assessment test, Psychometrics, Computer aided assessment
Subjects: Computing
Depositing User: Vani Aul
Date Deposited: 07 Dec 2013 14:31
Last Modified: 29 Mar 2017 09:18
URI: http://repository.uwl.ac.uk/id/eprint/443

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