| 1: | Eassess Concept Map |
| 2: | White Paper on e-assessment |
| 3: | Short answer marking engines |
| 4: | Remote physics labs: Pool of experiments and software environment |
| 5: | MUS 340W: E-Portfolio |
| 6: | Music 295A – E-Portfolio Rubric |
| 7: | SBL Interactive Product Feature Matrix |
| 8: | Sample Rubrics |
| 9: | California State University, Chico College of Business: Teamwork Evaluation Form (TEF) |
| 10: | asTTle – Assessment Tools for Teaching and Learning |
| 11: | Facilitation Exemplar |
| 12: | Testlets |
| 13: | MOOSE 5-stage pedagogical framework |
| 14: | ParcoursPeda[1] |
| 15: | The Twitter Curve |
| 16: | Implementing an institutional e-learning centre: guiding notes and patterns |
| 17: | Effective Use of VLEs: e−Assessment |
| 18: | Pass-it Guidelines on Online Assessment |
| 19: | Reflections on Assessment: Volume 1 |
| 20: | Reflections on Assessment: Volume 2 |
| 21: | JeLSIM Java eLearning SIMulations |
| 22: | Cambridge first to launch computer-based assessment in IGCSE Geography |
| 23: | Effective Use of VLEs: e−Assessment |
| 24: | Integrative assessment,Blending assignments and assessments for high-quality learning |
| 25: | e-Assessment-Guide to effective practice |
| 26: | Regulatory principles for e-assessment |
| 27: | Using the CriterionSM Online Writing Evaluation Service for Differentiated Instruction in the College Classroom: A Guide For Faculty and Administrators |
| 28: | Continuation Reports for FILE-PASS |
| 29: | Multimedia Project : House of 7 - Second Life Project |
| 30: | Wiki Grading Rubric – Flat Classroom 2007 |
| 31: | Adopting a social constructivist approach to assessment in three easy steps! |
| 32: | CAST’s Universal Design for Learning Guidelines - Educator Checklist |
| 33: | UNIVERSAL DESIGN FOR LEARNING (UDL) GUIDELINES Version 1.0 |
| 34: | Universal Design for Learning Guidelines |
| 35: | What do you know when you know the test results? The meanings of educational assessments |
| 36: | TOWARDS A RESEARCH AGENDA ON COMPUTER-BASED ASSESSMENT - Challenges and needs for European Educational Measurement |
| 37: | Harnessing Technology Review 2008: The role of technology and its impact on education: Summary report |
| 38: | Assessment Principles: Some possible candidates |
| 39: | SOLAR White Paper |
| 40: | WoLLNET project to use BTL e-Assessment tools |
| 41: | Apple Classrooms of Tomorrow-Today Learning in the 21st Century |
| 42: | Game Assessment for Higher Education |
| 43: | IMMEX Digital Dashboard |
| 44: | The NMC Campus Project: Documentation Links |
| 45: | How to Use Social Software in Higher Education |
| 46: | Toolkit Section 4. Published Reports of Investigation Stage |
| 47: | Toolkit Section 1. Select Bibliography |
| 48: | Available assessments |
| 49: | research for teachers-Neuroscience |
| 50: | Challenge-Based Learning: An Approach for Our Time |
| 51: | Challenge Based Learning |
| 52: | Automatic scoring of foreign language textual and spoken responses |
| 53: | Developing New Learning And Collaboration Environments For Educators: The New Media Consortium (NMC) In Second Life |
| 54: | NMC Horizon Project: 2009 Australia-New Zealand Edition Preview |
| 55: | RezEd: The Hub for Learning and Virtual Worlds |
| 56: | Getting Online with Second Life: A guide for students and staff |
| 57: | Immersive Learning |
| 58: | A Sample Assessment Using the Four Process Framework |
| 59: | Delivering and Assessing Learning on Mobile Devices: Report on a pilot project by SQA, May and June 2007 |
| 60: | What Do We Know About Assessment in Games? |
| 61: | What Do We Know About Assessment in Games? |
| 62: | Transfer and Adaptive Learning in Games: Theoretical and Practical Approaches |
| 63: | Multiple Choice Tests |
| 64: | ePortfolio for the Assessment of Learning: FuturEd White Paper |
| 65: | White Paper: Researching Electronic Portfolios and Learner Engagement |
| 66: | Guidelines and standards for computer-based testing |
| 67: | Uncanny spaces for higher education: teaching and learning in virtual worlds |
| 68: | Structural, Functional, and Semiotic Symmetries in Simulation-Based Games and Assessments |
| 69: | Reinventing Assessment |
| 70: | Remote Laboratory Experiments in a Virtual Immersive Learning Environment |
| 71: | Inversions |
| 72: | Education driving technology: An investigation into the effectiveness of online multiple choice assessment as a teaching and learning tool |
| 73: | Online Assessment at the Open University Using Open Source Software: Moodle, OpenMark and More |
| 74: | An overview and review of the iCMA initiative |
| 75: | Practice Multiple Choice Questions |
| 76: | A Test of the Law of Demand in a Virtual World: Exploring the Petri Dish Approach to Social Science |
| 77: | Proof of Learning: Assessment in Serious Games |
| 78: | Developing Domain Ontologies to Support Assessment and Instruction: Initial Work on Pre-Algebra |
| 79: | Welcome to the 21st Century |
| 80: | Electronic Portfolios, A perfect Solution to Assessment in an Online English Composition Course |
| 81: | 101 Uses for Second Life in the College Classroom |
| 82: | Cloudworks |
| 83: | THE HORIZON REPORT |
| 84: | Assessment by blog: Ethical case studies assessment for an undergraduate business management class |
| 85: | Supplementary Materials: An Assessment of the Effect of Collaborative Groups on Students’ Problem Solving Strategies and Abilities. |
| 86: | e-Assessment Summary and Innovations |
| 87: | Using Wikis for Summative and Formative Assessment |
| 88: | 7DO: A Model for Ontology Complexity Evaluation |
| 89: | e-Assessment: an overview of JISC activities |
| 90: | SCIENTIFIC PUBLICATIONS ON WEB 3.0 |
| 91: | An Examination of Testlet Scoring and Item Exposure Constraints in the Verbal Reasoning Section of the MCAT |
| 92: | Student Perceptions of e-Assessment Questionnaire: Report(SPEAQ) |
| 93: | Online Assessment (CAA) Pedagogical guidelines: Best Practice for recommended use of software for formative and summative assessment |
| 94: | ECMP 355 – Blogging Assessment Rubric |
| 95: | The relationship and differences between physical- and virtual-world personality |
| 96: | REAP Briefings – Management Briefing Paper 5: Interactive lectures and Electronic voting systems |
| 97: | Embedding GeoCrossWalk Final Report |
| 98: | Embedding GeoCrossWalk Final Report |
| 99: | FINAL REPORT FOR COLMSCT FELLOWSHIP PROJECT: The use of ICT to improve mathematics assessment and retention |
| 100: | ASSESSMENT 2.0 Assessment in the age of Web 2.0 |
| 101: | What is Web 2.0? |
| 102: | Modernising assessment in the age of Web 2.0 |
| 103: | Assessment of student online collaboration |
| 104: | E-PEDAGOGY: Does e-learning require a new approach to teaching and learning? |
| 105: | Assessment 2.0 |
| 106: | Using Evidence-Centered Design for Learning (ECDL) to Examine the ASSISTments System |
| 107: | Planet: Pattern Language Network for Web 2.0 in Learning: Final Report |
| 108: | Web 2.0 for Content for Learning and Teaching in Higher Education |
| 109: | Serious Virtual Worlds: A scoping study |
| 110: | Simulation and the Conceptual Assessment Framework in SimSchool |
| 111: | Report on Summative E-Assessment Quality (REAQ) |
| 112: | Computerized Adaptive Testing: developments in theory and practice |
| 113: | Educating the Net Generation: A Toolkit of Resources for Educators in Australian Universities |
| 114: | 6.0 Policy Guidelines |
| 115: | Approaches to Assessment of Online Learning: Conceptual Challenges |
| 116: | E-Assessment using Latent Semantic Analysis |
| 117: | COGNITIVE PROCESSES IN asTTle: The SOLO TAXONOMY |
| 118: | The appropriation and repurposing of social technologies in higher education |
| 119: | New technologies, new pedagogies: Mobile learning in higher education |
| 120: | Neuroscience and Education: Issues and Opportunities |
| 121: | Developing the 3D Adventure Game-Based Assessment System with Wii Remote Interaction |
| 122: | e-Portfolios infoKit |
| 123: | Effective Practice with e-Portfolios |
| 124: | S103 eAssessment Trial : a guide for students and associate lecturers |
| 125: | Assessment for learning: pushing the boundaries of computer based assessment |
| 126: | AN ALTERNATIVE IRT OBSERVED SCORE EQUATING METHOD |
| 127: | 5.0 Guidelines for Practice |
| 128: | Conditions for summative portfolio assessment in medical education |
| 129: | The feasibility of automatic assessment and feedback |
| 130: | E-Assessment 07/08 Training and Support Initiatives |
| 131: | Digital technologies and their role in achieving our educational ambitions |
| 132: | Theory and practice in web-based computer games production |
| 133: | Theory and practice in web-based computer games production |
| 134: | Content Free Test |
| 135: | Higher Order Thinking Multiple Choice Questions |
| 136: | Making the Grade: The Role of Assessment in Authentic Learning |
| 137: | An Overview of E-Portfolios |
| 138: | Designing Written Assessment of Student Learning |
| 139: | Using assessment to drive the learning - but what about the learners? |
| 140: | The Use of eAssessment in Scottish Further Education |
| 141: | Preparing to use multiple choice questions |
| 142: | Effective Use of Social Software in UK Further and Higher Education: Case Studies |
| 143: | A Study on the Effective Use of Social Software by Further and Higher Education in the UK to Support Student Learning and Engagement (Final Report) |
| 144: | Validity from the Perspective of Model-Based Reasoning |
| 145: | Technology Supports for Assessment Design |
| 146: | E-Assessment of Short-Answer Questions-A White Paper |
| 147: | Primum® Computer-based Case Simulations (CCS) for licensing doctors |
| 148: | Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice |
| 149: | What Can Massively Multiplayer Online Games (MMOGs) Train? |
| 150: | What Can Massively Multiplayer Online Games (MMOGs) Train? |
| 151: | What do we Know about the Effectiveness of Instructional Strategies in Computer Games |
| 152: | Simulations, Games, and Learning |
| 153: | Scoping a vision for formative e-assessment:a project report for JISC |
| 154: | Constructive Multiple-Choice Testing (CMT) System |
| 155: | Willow’s tutorial |
| 156: | Approaching Teaching Learning and ASsessment (ATLAS) |
| 157: | Game-based Learning or Game-based Teaching? |
| 158: | Using Questionmark™Perception™ to Help Ensure Compliance with Regulatory Principles for e-Assessment |
| 159: | Designing Effective Examination Questions |
| 160: | Australis 4 Learning: Benefits and Outcomes of a Second Life Simulation for the Automated Assessment Laboratory |
| 161: | Assessment has always had an ‘e’ in it or A quick look at (e-)assessment |
| 162: | The four changing faces of e-assessment 2006-2016 |
| 163: | Review of Advanced e-Assessment Techniques (RAeAT) Final Report |
| 164: | Some Implications of Expertise Research for Educational Assessment |
| 165: | Towards Quicker, Better Assessment Using Audio Feedback |
| 166: | Sounds Good: Quicker, better assessment using audio feedback - Final Report |
| 167: | Modelling of Secondlife Environments Final Report |
| 168: | Using Moodle: Developments in the STACK CAA system. |
| 169: | Getting Started with Second Life |
| 170: | Tensions, Trends, Tools,and Technologies:Time for an Educational Sea Change |
| 171: | SCORM 2.0 White Paper: Stealth Assessment in Virtual Worlds |
| 172: | Educational measurement and intelligent systems |
| 173: | Online Learning Techniques: Using Wikis and Blogs for Assessment in First Year Engineering |
| 174: | Can Neurophysiologic Synchronies Be Detected During Collaborative Teamwork? |
| 175: | 4.0 Implementing Emerging Technologies |
| 176: | Supporting open learners by computer based assessment with short free-text responses and tailored feedback |
| 177: | Authentic assessment strategies in problem based learning |
| 178: | Constructing the 2D Adventure Game-Based Assessment System |
| 179: | Introduction to Games-Based Learning |
| 180: | Design patterns and how to produce them |
| 181: | Providing Learners with Feedback-Part 1: Research-based recommendations for training, education, and e-learning. |
| 182: | Providing Learners with Feedback-Part 2: Peer-reviewed research compiled for training, education, and e-learning. |
| 183: | Assessing Higher Order Skills Using Simulations |
| 184: | JISC - SemTech Project Report |
| 185: | JISC Project Plan Ratatat: Remote Access To Academic Trials And Testing |
| 186: | Improving Formative Assessment Practice with Educational Information Technology |
| 187: | Re: [ALT] open source social networking software |
| 188: | Practical Questions in Introducing Computerized Adaptive Testing for K-12 Assessments |
| 189: | Second Life Training Guide |
| 190: | Second Life: Guide for Learning Group Participants |
| 191: | E-Assessment Case Studies: Update |
| 192: | e-Assessment Case Studies: Update |
| 193: | Roadmap for e-assessment |
| 194: | Improving Writing in Grades 5 – 12 Using a Web-Based Intelligent Tutoring System: Research and Development |
| 195: | JISC Programme Developments |
| 196: | A Roadmap for Education Technology |
| 197: | Analyzing Multiple-Choice Item Responses |
| 198: | Towards Intelligent Computer Assisted Educational Role-Play |
| 199: | ALTERNATIVE MARKING SCHEMES FOR ON-LINE MULTIPLECHOICE TESTS |
| 200: | Assessment for E-Learning: What are the features of an ideal e-assessment system? |
| 201: | Multiple Response Questions - Allowing for Chance in Authentic Assessments |
| 202: | Using Learning Styles Theory to Improve On-line Learning through Computer Assisted Diagnosis |
| 203: | Identifying Innovative and effective practice in e-assessment: findings from seventeen UK case studies |
| 204: | Assessment Experience Questionnaire (AEQ) |
| 205: | Computer Adaptive Testing in Higher Education: The Validity and Reliability of the Approach |
| 206: | Towards a Properly Web 2.0 Way of Creating and Sharing Questions |
| 207: | Convergence of Validity for the Results of a Summative Assessment with Confidence Measurement and Traditional Assessment |
| 208: | Providing Effective Feedback on Whole-Phrase Input in Computer-Assisted Language Learning |
| 209: | Minibix: Item Banking with Web Services |
| 210: | The Importance of Controlling Item Behaviour and Scoring Methodology for Testing Higher Level Learning |
| 211: | Putting Pedagogy in the Driving Seat with OpenComment: An Open Source Formative Assessment Feedback and Guidance Tool for History Students |
| 212: | Automatic Assessment of Sequence Diagrams |
| 213: | Assessment and Learning in Intelligent Educational Systems: A Peek into the Future |
| 214: | Ratava’s Line: Emergent Learning and Design Using Collaborative Virtual Worlds |
| 215: | On the Automated Assessment of Short Free-Text Responses |
| 216: | Virtual Laboratory Ontology for Engineering Education |
| 217: | Multi-modal learning and assessment in Second Life with quizHUD |
| 218: | Realtime Knowledge Space Skill Assessment for Personalized Digital Educational Games |
| 219: | Uncanny spaces for higher education: teaching and learning in virtual worlds |
| 220: | From cognitive capability to social reform? Shifting perceptions of learning in immersive virtual worlds |
| 221: | Using community development theory to improve student engagement in online discussion: a case study |
| 222: | Collaborative virtual gaming worlds in higher education |
| 223: | Advanced Multiple Choice Questions: Testing Higher Levels of Thinking (Poster) |
| 224: | Designing Assessments, Assessing Designs, and Motivating Engagement in Immersive Educational Videogames |
| 225: | Assertion-reason multiple-choice testing as a tool for deep learning: a qualitative analysis |
| 226: | What are Extended Matching Sets Questions? |
| 227: | Bringing Web 2.0 to bioinformatics |
| 228: | E-assessment for learning? The potential of short-answer free-text questions with tailored feedback |
| 229: | Clickers in the Large Classroom: Current Research and Best-Practice Tips |
| 230: | Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students’ levels of knowledge construction through social negotiation |
| 231: | The appropriation and repurposing of social technologies in higher education |
| 232: | Assessing the educational values of digital games |
| 233: | An empirically grounded framework to guide blogging in higher education |
| 234: | Designing multimedia learning environments using animated pedagogical agents: factors and issues |
| 235: | The impact and implications of virtual character expressiveness on learning and agent–learner interactions |
| 236: | The impact and implications of virtual character expressiveness on learning and agent-learner interactions |
| 237: | Exploring Augmented Reality |
| 238: | Modeling, Assessing, and Supporting Key Competencies Within Game Environments |
| 239: | Mobile formative assessment tool based on data mining techniques for supporting web-based learning |
| 240: | Effectiveness of a Virtual Laboratory as a preparatory resource for Distance Education chemistry students |
| 241: | How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? |
| 242: | Authoring diagram-based CBA with CourseMarker |
| 243: | An adaptive testing system for supporting versatile educational assessment |
| 244: | Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life |
| 245: | Examining the benefits and challenges of using audience response systems: A review of the literature |
| 246: | Examining the pedagogical foundations of modern educational computer games |
| 247: | Adaptable learning assistant for item bank management |
| 248: | The design and evaluation of a computerized adaptive test on mobile devices |
| 249: | Web-based quiz-game-like formative assessment: Development and evaluation |
| 250: | The design of Cloudworks: applying social networking practice to foster the exchange of learning and teaching ideas and designs |
| 251: | Artificial Immune System for Support Vector Machine Model Selection |
| 252: | Immersive learning and assessment with quizHUD |
| 253: | Operationalisation of Organizational Cultural Dimensions as a Major Influence on Knowledge Sharing |
| 254: | Bees Collective Dynamics |
| 255: | Past, Present and Future of e-Assessment: Towards a Flexible e-Assessment System |
| 256: | GeoThentic: Designing and assessing with technology, pedagogy, and content knowledge |
| 257: | e-Assessment Glossary (Extended) |
| 258: | Use of e-portfolios in assessment |
| 259: | Current Developments in Technology-Assisted Education (2006) |
| 260: | Toolkit Section 1. Select Bibliography |
| 261: | How to try out the test sites (“playpens”) for the web 2.0 tools that were used for university learning and teaching in this project |
| 262: | Toolkit Section 4. Published Reports of Investigation Stage |
| 263: | An investigation into the potential of collaborative computer game-based learning in Higher Education |
| 264: | EnALI: A Research and Design Framework for Virtual Characters and Pedagogical Agents |
| 265: | Model-Based Methods for Assessment, Learning, and Instruction: Innovative Educational Technology at Florida State University |
| 266: | Authoring of Adaptive Computer Assisted Assessment of Free-text Answers |
| 267: | Pedagogic strategies supporting the use of Synchronous Audiographic Conferencing: A review of the literature |
| 268: | Overcoming the Fear of Gaming: A Strategy for Incorporating Games into Teaching and Learning |
| 269: | Implementing Electronic Portfolios:Benefits, Challenges, and suggestions |
| 270: | Web 2.0: A New Wave of Innovation for Teaching and Learning? |
| 271: | Chapter IV: Learning and Assessment with Virtual Worlds |
| 272: | Web 2.0-Mediated Competence - Implicit Educational Demands on Learners |
| 273: | The production of e-learning design patterns, and a research road map for e-learning |
| 274: | Multi-User Virtual Environments for Teaching and Learning |
| 275: | Feedback Patterns |
| 276: | E-Assessment beyond MCQ: Using advanced item types to assess higher order skills |
| 277: | Conducting assessment online: Educational developers’ perspectives |
| 278: | Melding the Power of Serious Games and Embedded Assessment to Monitor and Foster Learning: Flow and Grow |
| 279: | E-assessment by design: using multiple-choice tests to good effect |
| 280: | E-assessment by design: using multiple-choice tests to good effect |
| 281: | Literature Review of E-assessment |
| 282: | 21st Century Assessment to Promote 21st Century Learning: The Benefits of Blinking |
| 283: | The Use of Scenario-Based-Learning Interactive Software to Create Custom Virtual Laboratory Scenarios for Teaching Genetics |
| 284: | Guide to Writing Objective Tests |
| 285: | 10. ASSESSING PROJECT-BASED LEARNING: A CASE STUDY OF AN UNDERGRADUATE SELLING AND SALES MANAGEMENT MODULE AT THE UNIVERSITY OF LIMERICK |
| 286: | Games Design Principles for Improving Social Web Applications |
| 287: | A COMMUNITY OF INQUIRY EVALUATION OF MEKONG e-SIM: AN ONLINE COLLABORATIVE SIMULATION |
| 288: | Enhancement of Student Learning in Experimental Design Using a Virtual Laboratory |
| 289: | An Integrated Structure for a Virtual Networking Laboratory |
| 290: | Technology-Assisted Learning and Learning Style: A Longitudinal Field Experiment |
| 291: | Best Practices in e-Assessment |
| 292: | The TriLab, a Novel View of Laboratory Education |
| 293: | Authentic Learner Assessment in an Online Environment: Using Instructional Design Techniques to Create an Assessment Model for an Introductory Computer Science Course |
| 294: | A Study of Educational Simulations Part 1 – Engagement and Learning |
| 295: | A Study of Educational Simulations Part II – Interface Design |
| 296: | Guiding Exploration Through Three-Dimensional Virtual Environments: A Cognitive Load Reduction Approach |
| 297: | A Three-Layered Cyclic Model of E-Learning Development and Evaluation |
| 298: | Problem-Based Educational Games: Connections, Prescriptions, and Assessment |
| 299: | Assessment Delivery Engine for QTIv2 Questions |
| 300: | Past, Present and Future of e-Assessment: Towards a Flexible e-Assessment System |
| 301: | Using Mobile Technologies for Assessment and Learning in Practice Settings: Outcomes of Five Case Studies |
| 302: | Assessing Student Achievement and Progress with Online Examinations: Some Pedagogical and Technical Issues |
| 303: | Assessing Students for Online Learning |
| 304: | Assessment Using Multi-Criteria Decision Approach for “Higher Order Skills” Learning Domains |
| 305: | Simply Assessment |
| 306: | Conceptualizing the Use of Technology to Foster Peace via Adventure Learning |
| 307: | Investigating the Impact of Role Play Simulations on Student Learning: An Assessment Model |
| 308: | Meaningful Learning in Discussion Forums: Towards Discourse Analysis |
| 309: | Using Compendium as a Tool to Support the Design of Learning Activities |
| 310: | Conditions Under Which Assessment Supports Students’ Learning |
| 311: | JISC Users and Innovation Programme: Project Presentations |
| 312: | Validity, reliability and transparency of assessment |
| 313: | Methodological Challenges |
| 314: | Melding the Power of Serious Games and Embedded Assessment to Monitor and Foster Learning: Flow and Grow |
| 315: | Automated Simultaneous Assembly of Multi-Stage Testing for the Uniform CPA Examination |
| 316: | A Testlet Assembly Design for the Uniform CPA Examination |
| 317: | An Empirical Investigation of LID using the Testlet Model: A Further Look |
| 318: | Virtual Worlds, Simulations, and Games for Education: A Unifying View |
| 319: | Life, the universe and everything |
| 320: | Effective Practice with e-Assessment |
| 321: | Design Rationale for an Assessment Task Authoring System: A Wizard for Creating “Mystery Inquiry” Assessment Tasks |
| 322: | Adapting the automatic assessment of free-text answers to the students |
| 323: | Evaluating the accessibility to disabled people of e-assessment tools |
| 324: | Principles of good assessment and feedback: Theory and practice |
| 325: | Observations of expert communicators in immersive virtual worlds: implications for synchronous discussion |
| 326: | INVITATION TO TENDER - JISC Capital Programme |
| 327: | A Method for Collaboratively Developing and Validating a Rubric |
| 328: | Clickers in Large Classes: From Student Perceptions Towards an Understanding of Best Practices |
| 329: | Classroom Response Systems: A Review of the Literature |
| 330: | Adaptive Assessment – A Practice of Classification on Small-Size Training Sets |
| 331: | Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. |
| 332: | METHODOLOGY FOR ASSESSMENT OF COGNITIVE SKILLS IN VIRTUAL ENVIRONMENTS |
| 333: | Methodology for assessment of cognitive skills in virtual environments |
| 334: | Assessment in the Twenty-first Century: the role of computerised adaptive testing in National Curriculum subjects |
| 335: | Higher education as a visual practice: seeing through the virtual learning environment |
| 336: | Investigating Student Attitudes Toward a Synchronous, Online Graduate Course in a Multi-User Virtual Learning Environment |
| 337: | Assessing Higher Order Thinking in Video Games |
| 338: | Automated Essay Scoring With e-rater® V.2 |
| 339: | Developing a Taxonomy of Item Model Types to Promote Assessment Engineering |
| 340: | Students’ Experiences with an Automated Essay Scorer |
| 341: | Evidence-centered Design of Epistemic Games: Measurement Principles for Complex Learning Environments |
| 342: | Reliability, validity, and all that jazz |
| 343: | A Marking Scheme for Multiple-Choice Questions |
| 344: | Assessment in First Year University: A Model to Manage Transition |
| 345: | Game-Based Learning in Universities and Lifelong Learning: “UniGame: Social Skills and Knowledge Training” Game Concept |
| 346: | Virtual Worlds Research- Visualizing Atomic Orbitals Using Second Life |
| 347: | Second Life physics: Virtual, real or surreal? |
| 348: | Can we move beyond visual metaphors? Virtual world provocations and Second Life |
| 349: | Web-Based Laboratory on Robotics: Remote vs. Virtual Training in Programming Manipulators |
| 350: | The Demise of eAssessment Interoperability? |
| 351: | Exploring Virtual Worlds as a Method for Delivering Online Education |
| 352: | A Student’s Guide to Virtual Worlds |
| 353: | Incorporating auto-grading and feedback tools into an online 3D Compound Virtual Field Trip system |
| 354: | A Computer-Mediated Asynchronous Distance Digital Logic Laboratory |
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