Models of e-testing

¹ Lucian Blaga University of Sibiu, Department for Teacher Training, Calea Dumbrăvii 35, Sibiu, Romania
² University Paderborn Germany, Fakultät für Kulturwissenschaften, Warburger Straße 100, Paderborn, Germany

^* Corresponding author: sara.konnerth@ulbsibiu.ro

Abstract

Transdisciplinary interest and preoccupations regarding computer-assisted instruction have stirred our urge to perform a thorough study of the field and trends as well as to uphold certain approaches that have emerged in specialized scientific research. We have decided to focus our analysis primarily on the assessment process as a part of computer-assisted instruction; this in fact represents the major objective of our research, whereas the results of the experiments, performed in the context of the research projects undertaken, enabled us to set forth relevant conclusions about e-testing. Our computer-assisted assessment primarily includes tests with objective or semi-objective items, which inherently evince certain disadvantages specific to these items. Beginning with the year 2000 we succeeded to create such e-tests for different examinations for basic mathematics; these e-tests were used continuously in the last 17 years in different schools, especially for children with learning-problems. We also created e-tests for vocabulary-testing in language-instruction, which we applied at the University of Sibiu by student-evaluations but also in different activities with children of different ages. Some of these products were also published on different web-sites. We present these applications here, considering that they can be models for anyone, who wants to use the advantages of e-learning.