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Item Banking: Interactive Testing and Self-Assessment pp 31–48Cite as

Hypermedia: Teaching Through Assessment

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Part of the book series: NATO ASI Series ((NATO ASI F,volume 112))

Abstract

This paper illustrates in which directions hypermedia could enhance educational assessment. Barriers between learning, teaching and assessment disappear. The autonomy of the learner is increased and, consequently, his/her metacognitive activity. The item bank view is progressively transformed into a learning environment that has to be explored and that helps the learner to explore his/her own learning and assessing strategies.

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Author information

Authors and Affiliations

  1. Service de Technologie de l’Education, Université de Liège, Bâtiment 32, Sart Tilman, 4000, Liège 1, Belgique

    Dieudonné Leclercq & Jean-Luc Gilles

Authors
  1. Dieudonné Leclercq
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  2. Jean-Luc Gilles
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Editor information

Editors and Affiliations

  1. Service de Technologie de l’Education, Université de Liège au Sart Tilman Boulevard du Rectorat, 5 Bât, B32 Sart Tilman, B-4000, Liège, Belgium

    Dieudonnè A. Leclercq

  2. Graduate School of Education, University of California, 405 Hilgard Avenue, Los Angeles, CA, 90024-1321, USA

    James E. Bruno

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© 1993 Springer-Verlag Berlin Heidelberg

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Leclercq, D., Gilles, JL. (1993). Hypermedia: Teaching Through Assessment. In: Leclercq, D.A., Bruno, J.E. (eds) Item Banking: Interactive Testing and Self-Assessment. NATO ASI Series, vol 112. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-58033-8_5

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  • DOI: https://doi.org/10.1007/978-3-642-58033-8_5

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-63444-4

  • Online ISBN: 978-3-642-58033-8

  • eBook Packages: Springer Book Archive

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