Page 14 - 16 oldalas brossúránk angolul
P. 14

                 Feedback Systems
Coordinators: Benő Csapó and Gyöngyvér Molnár
When every learner completes the same items during testing, those who are improving more rapidly will find certain items too easy, while slower students will find them hopelessly difficult and
make an empirical determination of the difficulty of the items and prepare scales representing the learners’ development. It is also necessary for learners and teachers to receive information on the results of
the complex calculations in a comprehensible and user- friendly way. This is facilitated by our feedback system which is to be developed with the active contribution of involvement teachers and is able to visualize the statistical data.
DEVELOPING DIAGNOSTIC ASSESSMENTS 14
  “...it provides comprehensible, user-friendly information...”
distressing. Diagnostic assessment built on item banks enables learners to complete items appropriate to their level. This makes the students more motivated and interested and also improves the reliability of the assessments. Various testing models provide the opportunity to express results on a common scale even if certain learners have not completed exactly the same items. As part of the work package we will select the mathematical model most appropriate for a diagnostic analysis,
“Our students take part in Your assessments with kept attention and beating hearts.” -Zoltán, teacher


























































































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