{"id":95924,"date":"2020-10-05T01:42:16","date_gmt":"2020-10-04T23:42:16","guid":{"rendered":"https:\/\/prohoster.info\/blog\/administrirovanie\/progulka-po-grablyam-10-kriticheskih-oshibok-razrabotki-testa-dlya-proverki-znanij"},"modified":"2020-10-05T01:42:16","modified_gmt":"2020-10-04T23:42:16","slug":"progulka-po-grablyam-10-kriticheskih-oshibok-razrabotki-testa-dlya-proverki-znanij","status":"publish","type":"post","link":"https:\/\/prohoster.info\/da\/blog\/administrirovanie\/progulka-po-grablyam-10-kriticheskih-oshibok-razrabotki-testa-dlya-proverki-znanij","title":{"rendered":"G\u00e5tur over kl\u00f8ften: 10 kritiske fejl i udviklingen af test for videnstest","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

\"G\u00e5tur<\/a><\/noindex>
\nF\u00f8r tilmelding til det nye kursus i Machine Learning Advanced, tester vi de kommende studerende for at bestemme deres beredskabsniveau og forst\u00e5, hvad de specifikt har brug for for at forberede sig til kurset. Men der opst\u00e5r en dilemma: P\u00e5 den ene side skal vi teste viden om Data Science, p\u00e5 den anden side kan vi ikke gennemf\u00f8re en fuld 4 timers pr\u00f8ve.<\/p>\n

For at l\u00f8se en s\u00e5dan opgave har vi oprettet et TestDev-team direkte i udviklingsteamet for kurser i Data Science (og det ser ud til, at dette kun er begyndelsen). Her er en liste over 10 'kl\u00f8fter', som man kan falde i, n\u00e5r man udvikler tests til vurdering af viden. Vi h\u00e5ber, at verden for online uddannelse vil blive lidt bedre efter dette.
\n<\/a><\/noindex><\/p>\n

Kl\u00f8ft 1: At ikke definere testens m\u00e5l klart<\/h2>\n

\nFor at kunne definere m\u00e5lene korrekt og sammens\u00e6tte en test, der tager hensyn til dem, skal vi i planl\u00e6gningsfasen besvare flere sp\u00f8rgsm\u00e5l:<\/p>\n

    \n
  1. Hvad er det, vi faktisk tester?\u00a0<\/li>\n
  2. I hvilket milj\u00f8 vil testen finde sted, og hvilke mekanikker anvendes? Hvilke begr\u00e6nsninger findes der i dette milj\u00f8? Denne punkt vil ogs\u00e5 give os indblik i de tekniske krav til den enhed, som testen skal udf\u00f8res p\u00e5, samt til indholdet (hvis testen udf\u00f8res p\u00e5 telefoner, skal billederne kunne l\u00e6ses selv p\u00e5 en lille sk\u00e6rm, og der skal v\u00e6re mulighed for at zoome ind osv.).<\/li>\n
  3. Hvor lang tid vil testen tage? Vi skal overveje, under hvilke forhold brugeren vil gennemf\u00f8re testen. Kan der opst\u00e5 situationer, hvor det er n\u00f8dvendigt at afbryde testen og derefter forts\u00e6tte?<\/li>\n
  4. Vil der v\u00e6re feedback? Hvordan former og leverer vi den? Hvad skal der til for at modtage den? Er der en tidsforsinkelse mellem testens afslutning og feedbacken?<\/li>\n<\/ol>\n

    \nI vores tilf\u00e6lde, ved at besvare disse sp\u00f8rgsm\u00e5l, har vi defineret f\u00f8lgende m\u00e5l for testen:<\/p>\n

      \n
    1. Testen skal vise, om de kommende studerende er klar til at tage kurset, og om de har tilstr\u00e6kkelig viden og f\u00e6rdigheder.<\/li>\n
    2. Testen skal give os materiale til feedback og angive emnet, hvor studerende har lavet fejl, s\u00e5 de kan forbedre deres viden. Hvordan man sammens\u00e6tter den, fort\u00e6ller vi videre om.<\/li>\n<\/ol>\n

      <\/p>\n

      Kl\u00f8ft 2: At ikke udarbejde en kravspecifikation til eksperten - testforfatteren<\/h2>\n

      \nFor creating test assignments, it is very important to involve an expert in the field being assessed. For the expert, a well-formulated specification (description) is needed, which includes the test topics, the knowledge\/skills being assessed, and their level. <\/p>\n

      An expert will not create such a specification for themselves, as their job is to come up with assignments, not the test structure. Especially since not many are professionally developing tests yet, even while teaching. This is taught in a separate specialty\u2014psychometrics.<\/p>\n

      If you want to quickly familiarize yourself with psychometrics, there is a summer school<\/a><\/noindex> for all interested. For deeper study, the Institute of Education offers a master's program<\/a><\/noindex> and postgraduate studies.<\/i><\/p>\n

      When preparing the specification, we gather a detailed description of the test for the expert (preferably together with them): topics of the assignments, types of assignments, and their quantity.<\/p>\n

      How to choose the type of assignments: once we have determined the topics, we decide which assignments can best assess them? Classic options include: open-ended assignments, multiple-choice or single-choice assignments, matching tasks, etc. (don\u2019t forget about the technical limitations of the environment where the testing takes place!). After determining and formalizing the types of assignments, we have a ready specification for the expert. We can call it the test specification.<\/p>\n

      Pitfall 3: Not involving an expert in the test development<\/h2>\n

      \nWhen immersing an expert in the test development, it is very important not just to indicate the 'scope of work' but to involve them in the development process itself.<\/p>\n

      How to make working with the expert as effective as possible:<\/p>\n