References of "Weinerth, Katja 40020922"
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See detailHCI Design Methods in CBA: Lessons Learned and Recommendations Based on a Concept Map Use Case
Weinerth, Katja UL; Koenig, Vincent UL; Rivas, Salvador UL et al

in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014 (2014)

This paper focuses on the user-centered design of a computer-based assessment (CBA) instrument for knowledge measurement. We describe relevant design steps in general and illustrate them via the design of ... [more ▼]

This paper focuses on the user-centered design of a computer-based assessment (CBA) instrument for knowledge measurement. We describe relevant design steps in general and illustrate them via the design of our usability improved CBA concept map instrument (ISO 9241-11, 1998; ISO 9241-210, 2010). We discuss design versus evaluation methods from a human-computer interaction (HCI) perspective and emphasize important design steps relevant for constructing usability improved assessment instruments in educational assessment. As these HCI methods are still seldom applied to CBA, this paper helps alleviate the dearth of literature and guidelines in this domain. Our objective is thus to provide the reader with a series of design recommendations for CBA, as derived both from HCI research; and to summarize lessons learned from our specific CBA design use case. [less ▲]

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See detailConcept maps: A useful and usable tool for computer-based knowledge assessment? A literature review with a focus on usability
Weinerth, Katja UL; Koenig, Vincent UL; Brunner, Martin UL et al

in Computers & Education (2014), 78

The concept map is now widely accepted as an instrument for the assessment of conceptual knowledge and is increasingly being embedded into technology-based environments. Usability addresses how ... [more ▼]

The concept map is now widely accepted as an instrument for the assessment of conceptual knowledge and is increasingly being embedded into technology-based environments. Usability addresses how appropriate (for a particular use) or how user-friendly a computer-based assessment instrument is. As we know from human-computer interaction research, if the interface is not user-friendly, a computer-based assessment can result in decreased test performance and reduced validity. This means that the usability of the interface affects the assessment in such a way that if the test is not user-friendly, then the test taker will not be able to fully demonstrate his/her level of proficiency and will instead be scored according to his/her information and communication technology (ICT) literacy skills. The guidelines of the International Test Commission (2006) require usability testing for such instruments and suggest that design standards be implemented. However, we do not know whether computer-conducted concept map assessments fulfill these standards. The present paper addresses this aspect. We conducted a systematic research review to examine whether and how researchers have studied and considered usability when conducting computer-based concept map assessments. Only 24 out of 119 journal articles that assessed computer-based concept maps discussed the usability issue in some way. Nevertheless, our review brings to light the idea that the impact of usability on computer-based concept map assessments is an issue that has received insufficient attention. In addition, usability ensures a suitable interaction between test taker and test device; thus, the training effort required for test use can be reduced if a test's usability is straight forward. Our literature review, however, illustrates that the interplay between usability and test use training has mostly been neglected in current studies. [less ▲]

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See detailThe importance of Human-Computer Interaction in Computer-Based Assessment
Martin, Romain UL; Koenig, Vincent UL; Weinerth, Katja UL

Scientific Conference (2013, October 01)

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See detailImpact of Usability on Computer-Based Concept Maps in Educational Assessment
Weinerth, Katja UL; Koenig, Vincent UL; Brunner, Martin et al

Presentation (2013, July 03)

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See detailEducational Assessment Meets Usability: Equal Chances for Conducting Computer-Based Concept-Maps
Weinerth, Katja UL; Koenig, Vincent UL; Brunner, Martin et al

in Herrington, Jan; Couros, Alec; Irvine, Valerie (Eds.) EdMedia World Conference on Educational Media & Technology 2013 (2013)

This paper describes how usability affects the usage of a computer-based assessment (CBA) instrument. The aim of our current study is twofold: a) the development of a usability improved CBA instrument ... [more ▼]

This paper describes how usability affects the usage of a computer-based assessment (CBA) instrument. The aim of our current study is twofold: a) the development of a usability improved CBA instrument (ISO 9241-11, 1998; ISO 9241-210, 2010) within the framework of human-computer interaction (HCI) and b) the comparison and evaluation of two concept map applications in regards to the impact that usability has on the assessment interaction. In this study we developed and evaluated two CBA concept map applications. We assessed 60 students aged between 16 and 18 who were asked to conduct concept maps on two different versions of the same knowledge assessment instrument. We observed significant differences regarding two out of three usability criteria of the ISO standard definition: efficiency and satisfaction of the students. Our findings highlight that usability influences the assessment interaction and therefore the chances of the assessment taker to work (successfully) through the assessment. [less ▲]

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See detailL'évaluation des compétences scientifiques au 21eme siècle : cadre conceptuel et prototypes pour une évaluation transformée-par-ordinateur
Weinerth, Katja UL; Reuter, Robert UL; Porro, Vincent et al

in Actes du 24e colloque international de l'ADMEE-Europe (2012)

En parallèle à l’évolution récente de l’enseignement des sciences (vers des modes d’enseignement basée sur la découverte guidée ou autonome), on observe une course aux nouvelles méthodes d’évaluation des ... [more ▼]

En parallèle à l’évolution récente de l’enseignement des sciences (vers des modes d’enseignement basée sur la découverte guidée ou autonome), on observe une course aux nouvelles méthodes d’évaluation des compétences scientifiques. Nous proposons ici un cadre conceptuel que nous avons développé et que nous utilisons actuellement pour guider le développement d’un environnement informatique d’apprentissage et d’évaluation intégré, qui pourra être utilisé (1) pour offrir aux apprenants une large panoplie de situations d’apprentissage relativement authentiques, implémentant l’ensemble des activités de l’investigation scientifique et (2) pour évaluer leurs connaissances du processus d’investigation scientifique, pour évaluer leurs compétences « en action » et pour évaluer comment ils appliquent leurs connaissances d’un domaine scientifique donné. Ce cadre conceptuel sera illustré à l’aide de prototypes d’items d’évaluation développés pour des ordinateurs mobiles à écran tactile. [less ▲]

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See detailUsability meets assessment: Equal chances in education
Weinerth, Katja UL; Koenig, Vincent UL

in World Usability Day 2011 (2011)

Detailed reference viewed: 51 (6 UL)