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Student Assessment Selection Behavior Analysis of Institutions Conducting Distance Education.

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Author(s)
Sammons, Clayton W.
Contributor(s)
AIR FORCE INST OF TECH WRIGHT-PATTERSONAFB OH
Keywords
Humanities and History
Radio Communications
*COMPUTER COMMUNICATIONS
*ASYNCHRONOUS SYSTEMS
*TELECOMMUNICATIONS
*COMPUTER AIDED INSTRUCTION
COST EFFECTIVENESS
DATA PROCESSING SECURITY
INSTRUCTIONAL MATERIALS
THESES
COMPUTER APPLICATIONS
REMOTE AREAS
LEARNING
INTERNET
CONFERENCING(COMMUNICATIONS)
INTERVIEWING.
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URI
http://hdl.handle.net/20.500.12424/788053
Online Access
http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA354231
Abstract
This thesis discovers issues universities use when deciding what types of exams will be used for distance education students. Many universities conduct distance education courses electronically but do not conduct the evaluation instruments electronically. Universities across the country, diversified by academic rankings, tuition, and student population were interviewed. Results generally revealed security concerns as the most prevalent reason for universities avoiding electronic exams. However, some universities have created evaluation methods to mitigate the security risks and perform electronic assessments such as projects or exams that are tailored to reduce the possibility of cheating. Examples of the tailored exam questions include requiring students to interpret material discussed during the course, using questions that require more than looking up answers in course material, or asking personal questions that only the student should know. These are not foolproof, but do lessen the risk of cheating.
Date
1998-09
Type
Text
Identifier
oai:ADA354231
http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA354231
Copyright/License
APPROVED FOR PUBLIC RELEASE
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