ITEMS 角更新:ITEMS 两年来的变化

IF 2.7 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Brian C. Leventhal
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In addition to video content, interactive activities that exemplify syntax or case studies are developed to assist with learning. Finally, interactive selected response learning checks are made, allowing learners to check their understanding as they traverse through the module. Datasets, syntax, and other files are hosted on the module page for easy download.</p><p>The <i>ITEMS</i> development process is not like a traditional publication. Rather, there is significant interaction between me as editor and each author developing the module. The iterative process has many steps, each being well documented with templates to streamline the process (see Leventhal, <span>2023a, 2023b</span>, <span>2023c, 2023d</span>). 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引用次数: 0

摘要

本期是我担任《教育测量教学专题丛书》(ITEMS)编辑的最后一年。虽然我将留到今年最后一期再作全面回顾,但我还是想利用本期介绍一下过去两年中《ITEMS》的两个变化,以及《ITEMS》数字图书馆的最新条目。2022年,我接手了《ITEMS》模块的新创格式和流程--数字互动教学模块,而不是传统的PDF格式。模块托管在学习管理系统(LMS)上,重点从期刊出版转向现代化的教学平台。虽然学习管理系统为扩展和学习提供了大量机会,但由于其作为独立网站的独特外观和感觉,与当时刚刚恢复活力的现代化 NCME 网站相分离,其浏览形式极具挑战性。因此,我对 ITEMS 做出的第一个重大改变就是将 ITEMS 门户网站 LMS 迁移到 NCME 网站。现在,学员可以直接进入NCME网站,并直接浏览ITEMS门户网站,而不需要唯一的用户名和密码。这使得 ITEMS 模块库更容易访问,并使 NCME 网站成为教育测量专业发展的首选目的地。在 2022 年之前,制作数字模块需要使用专门的软件,这种软件允许加入互动和非线性学习。这一过程产生了美观、复杂和令人愉悦的学习模块,但开发过程复杂且成本高昂。如果要继续沿用现有流程,就必须配备专职工作人员来制作这些模块,这是对前任编辑安德烈-鲁普和其他志愿者工作的真正考验。幸运的是,在NCME网站上托管的ITEMS门户网站提供了一个修改开发流程的机会,同时保留了一个具有现代化外观和感觉的互动组件。现在,作者使用预制的 PowerPoint 模板(许多人都熟悉的软件)开发四到五个部分的内容。完成后,我会插入动画,使其与录制音频的时间保持一致,并将其导出为视频。这些视频托管在 NCME 网站上,可以下载供离线观看(额外好处)。学习者可以直接与网站上的视频和内容互动,可以按任何顺序观看模块部分。除视频内容外,还开发了示范语法或案例研究的互动活动,以帮助学习。最后,学习者还可以通过互动式选定反应学习检查,检查自己对模块内容的理解程度。数据集、语法和其他文件托管在模块页面上,方便下载。ITEMS 的开发过程与传统的出版物不同,我作为编辑与每个开发模块的作者之间都有大量的互动。迭代过程有很多步骤,每个步骤都用模板记录下来,以简化过程(见 Leventhal, 2023a, 2023b, 2023c, 2023d)。ITEMS 的这一转变受到了作者们的一致好评;作者们的评论包括:"这是一个非常棒的过程"、"这很有趣!"和 "这是一个组织良好、值得遵循的过程!"我鼓励任何有兴趣开发模块的人直接与我联系。鉴于这些新变化,NCME 网站上的 ITEMS 门户网站流量很大。2023年12月,ITEMS主页被浏览了2637次,ITEMS打印模块(PDF)库(也在NCME网站上)被浏览了2496次,数字模块登陆页面(https://www.ncme.org/itemsportal/digital-modules)被浏览了2744次。此外,以新格式制作的最新数字模块每个都被浏览了近 400 次。我很高兴地向大家介绍最新的 ITEMS 模块--数字模块 35:我很高兴向大家介绍最新的 ITEMS 模块--数字模块 35:全年评估。在这个数字 ITEMS 模块中,Nathan Dadey、Brian Gong、Yun-Kyung Kim 和 Edynn Sato 介绍了贯穿全年的评估。他们讨论了主要的测试设计要素和注意事项、对评估有效性和实用性构成威胁的主要挑战、应对这些挑战的建议方法以及实施时的注意事项。本模块共分五个部分,提供了大量视频示例来说明这些主题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ITEMS Corner Update: Two Years of Changes to ITEMS

This issue marks the beginning of the final year of my tenure as editor of the Instructional Topics of Educational Measurement Series (ITEMS). Although I will save a comprehensive reflection until the last issue of the year, I will use this issue to provide an update on the two changes to ITEMS that were made over the past two years in addition to introducing the newest entry to the ITEMS digital library.

In 2022, I took over a newly created format and process for ITEMS modules—digital interactive teaching modules as opposed to the traditional PDF format. Modules were hosted on a learning management system (LMS), shifting focus from a journal publication to a modernized teaching-focused platform. While the LMS provided ample opportunity for expansion and learning, its form was challenging to navigate given its unique look and feel as a standalone website, separate from the then recently revitalized modern NCME website. Thus, my first significant change to ITEMS was to migrate the ITEMS portal LMS to the NCME website. Learners now go straight to the NCME website and navigate directly to the ITEMS portal without requiring a unique username and password. This makes the ITEMS module library more accessible and makes the NCME website the go-to destination for professional development in educational measurement.

Prior to 2022, specialized software was necessary to produce digital modules. This software allowed for the inclusion of interactive and nonlinear learning. This process resulted in beautiful, intricate, and pleasing modules for learning, but was complex and costly for development. To continue the process in place would have required producing these modules as a full-time job with a staff—a true testament to the work of the previous editor André Rupp and other volunteers. Fortunately, the ITEMS portal being hosted on the NCME website offered an opportunity to modify the development process while keeping an interactive component with a modernized look and feel.

I developed a new comprehensive system for creating ITEMS modules. Authors now develop content for four to five sections using pre-made PowerPoint templates, a familiar software to many. Once completed, I insert animations to align with timing of the recorded audio and export them as videos. These videos are hosted on the NCME website and can be downloaded for offline viewing (an extra benefit). Learners interact directly with the videos and content on the website, where module sections may be viewed in any order. In addition to video content, interactive activities that exemplify syntax or case studies are developed to assist with learning. Finally, interactive selected response learning checks are made, allowing learners to check their understanding as they traverse through the module. Datasets, syntax, and other files are hosted on the module page for easy download.

The ITEMS development process is not like a traditional publication. Rather, there is significant interaction between me as editor and each author developing the module. The iterative process has many steps, each being well documented with templates to streamline the process (see Leventhal, 2023a, 2023b, 2023c, 2023d). This transformation of ITEMS has been well received by authors; author comments have included, “This is a really great process,” “This was fun!” and “This is well-organized and a great process to follow!” I'd encourage anyone interested in developing a module to reach out to me directly.

Given these new changes, there has been significant traffic to the ITEMS portal on the NCME website. In December 2023, the ITEMS home page was viewed 2,637 times, the ITEMS print modules (PDFs) library (also on the NCME website) was viewed 2,496 times, and the Digital Modules landing page (https://www.ncme.org/itemsportal/digital-modules) was viewed 2,744 times. In addition, the most recent digital modules produced in the new format have been viewed up to nearly 400 times each. I am excited to see that this format has been so well received and continues to grow.

I am thrilled to introduce the newest ITEMS module, Digital Module 35: Through-Year Assessment. In this digital ITEMS module, Nathan Dadey, Brian Gong, Yun-Kyung Kim, and Edynn Sato introduce through-year assessment. They discuss major test design elements and considerations, key challenges that pose a threat to assessment validity and utility, recommended methods to address these challenges, and considerations for implementation. This five-section module provides extensive video examples to illustrate these topics.

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CiteScore
3.90
自引率
15.00%
发文量
47
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