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Criterion-Referenced Assessments
Criterion-referenced assessments are designed to assess the performance of individuals compared to a set criterion or standard. The scores on these assessments are directly linked to specific performance criterion. This is different from norm-referenced assessments where students are compared against the performance of other students to calculate a score that is based on the relative position of the student among all the other students. Criterion-referenced assessments can be based on a criterion or standard ranging from classroom learning objectives to professional performance objectives. They can also be based on national school standards such as the Common Core State Standards (CCSS). Criterion-referenced assessments were introduced in 1963 by Robert Glaser and are now commonly used as standardized tests (e.g., ACT), classroom tests and quizzes, and ...
- Adaptive Learning Systems
- Adaptive and Responsive Websites
- Adaptive Learning Software and Platforms
- Avatars and Agents in Virtual Systems
- Cloud-Based Adaptive Systems
- Data Mining and Recommendation Engines
- Design and Creation of Adaptive Educational Systems
- Dynamic Student Profiles
- Intelligent Tutoring Systems
- Learners and Instructional Control in Adaptive Systems
- Learning Analytics
- Learning Analytics for Programming Competencies
- Learning Analytics for Writing Competencies
- Personalized Learning and Instruction
- Student Modeling
- System and Learner Control in Adaptive Systems
- Technologies That Learn and Adapt to Users
- Adult Education and Workforce Development
- Diffusion of New Technologies in the Workplace
- Distance Learning for Degree Completion for Working Adults
- Distance Learning for Professional Development
- Education in Workplace Settings
- Information and Communication Technologies: Competencies in the 21st Century Workforce
- Information and Communication Technologies: Knowledge Management
- Information and Communication Technologies: Organizational Learning
- Learning in the Defense Sector With Simulated Systems
- Learning in the Health Sector With Simulated Systems
- Learning in the Manufacturing Sector With Simulated Systems
- Learning in the Marketing Sector With Simulated Systems
- Technology and Information Literacy
- Training Using Virtual Worlds
- Wearable Learning Environments
- Web 2.0/3.0 in the Workplace
- Agent Technologies
- Analysis of Educational Needs and Requirements
- Causal Influence Diagrams
- Cognitive Task Analysis
- Competency Models and Frameworks
- Critical Decision Method
- Knowledge and Skill Hierarchies
- Knowledge Elicitation
- Learning Analytics
- Learning Analytics for Programming Competencies
- Learning Analytics for Writing Competencies
- Skill Decomposition
- Structural Learning Theory
- Think Aloud Protocol Analysis
- Workflow Analysis
- Communication Technologies
- Asynchronous Tools and Technologies
- Blogs as a Communication Tool
- Collaborative Communication Tools and Technologies
- Cybersecurity
- Data Streaming
- Digital Identity
- Message Design for Digital Media
- Multimedia and Image Design
- Social Networking
- Socially Constructed Virtual Artifacts
- Synchronous Tools and Technologies
- Wikis as a Collaboration Tool
- Digital Literacy
- Assessing Literacy Skills in the 21st Century
- Digital Literacy and Adult Learners
- Digital Literacy and Critical Thinking
- Digital Literacy in Elementary and Secondary Education
- Digital Literacy in Higher Education
- Digital Literacy: Overview and Definition
- Information, Technology, and Media Literacies
- Measuring and Assessing Literacy Skills
- Media Literacies
- Methods for Teaching Digital Literacy Skills
- Technology and Information Literacy
- Twenty-First Century Technology Skills
- Verification and Validation of Digital Resources
- Visual Literacy Skills in Science, Technology, Engineering, and Mathematics Education
- Educational Technology Research
- Activity Theory
- Benefit-Cost Analysis
- Case Study Research in Educational Technology
- Cost Analysis in Assessments of Educational Technology
- Design and Development Research
- Design-Based Research
- Evaluation Research
- Experimental Research and Educational Technology
- Four-Component Instructional Design (4C/ID)
- Instructional Design Research
- Qualitative Research Tools for Educational Technology Research
- Research in Schools
- Emerging Tools and Technologies
- Evaluation, Assessment, and Testing
- Adaptive Testing
- Assessment of Attitudes and Predispositions
- Assessment of Problem Solving and Higher Order Thinking
- Automated Scoring of Essays
- Certification of Instructional Designers in Educational Technology
- Certification of Teachers in Educational Technology
- Criterion-Referenced Assessments
- Educational Data Mining
- Evaluation of Educational Technology Competencies
- Formative Assessment
- Item Response Theory
- Knowledge and Skill-Based Digital Badges
- Measuring and Assessing TPACK (Technological Pedagogical Content Knowledge)
- Natural Language Processing in Learning Environments
- Norm-Based Assessments
- Objectives-Based Assessments
- Performance Assessment
- Program Evaluation
- Stealth Assessment
- Summative Assessment
- Feedback and Measurement Tools and Technologies
- Data Sensing and Visualization Systems
- Diagnostic Feedback in Formal Educational Settings
- Diagnostic Feedback in Informal Educational Settings
- E-Portfolio Technologies
- E-Portfolios in Higher Education
- E-Portfolios in K–12 Education
- Learning Analytics
- Learning Analytics for Programming Competencies
- Learning Analytics for Writing Competencies
- Recommendation Engines
- Reflection and Preflection Prompts and Scaffolding
- Repair Theory
- Student Response Systems
- Game-Based Learning
- Alignment of Games and Learning Goals
- Assessment in Game-Based Learning
- Games and Transformational Play
- Games for Adult Learners
- Games in Business and Industry Settings
- Games in Elementary and Middle School Settings
- Games in High School Settings
- Games in Higher Education
- Games in Medical Training
- Games in Military Training
- Games to Promote Inquiry Learning
- Games: Impact on Interest and Motivation
- Games: Impact on Learning
- Gamification
- Management Flight Simulators
- Serious Games
- Video Games and Student Assessment
- History of Educational Technology
- Informal Learning
- Design of Engaging Informal Learning Places and Spaces
- Informal Learning Strategies
- Information and Communication Technologies for Informal Learning
- Integrating Informal Learning with Programs at the College/University Level
- Integrating Informal Learning with School Programs at the Secondary Level
- Learning in Museums
- Learning in Outdoor Settings
- Measuring Learning in Informal Contexts
- Seamless Learning
- Ubiquitous Learning
- Virtual Tours
- Information Tools and Technologies
- Cloud Computing
- Cloud-Based Adaptive Systems
- Collaborative Communication Tools and Technologies
- E-Book Standards
- Geographic Information Systems and Education
- Information and Communication Technologies for Formal Learning
- Information and Communication Technologies for Informal Learning
- Information and Communication Technologies in Developed Countries
- Information and Communication Technologies in Developing Countries
- Information and Communication Technologies in Multinational and Multicultural Contexts
- Information and Communication Technologies: Competencies in the 21st Century Workforce
- Information and Communication Technologies: Knowledge Management
- Information and Communication Technologies: Organizational Learning
- Mobile Tools and Technologies for Learning and Instruction
- Planning for Technology Upgrades and Improvements
- Podcasting for Learning and Information Sharing
- Radio Frequency Identification in Education
- Repositories for Learning and Instructional Apps
- Infrastructure Development
- Instructional Design
- Cognitive Apprenticeship
- Cognitive Flexibility Theory
- Cognitive Load Theory
- Component Display Theory
- Conditions of Learning: Gagné’s Nine Events of Instruction
- Curricula for Advanced Learning Technologies
- Four Component Instructional Design (4C/ID)
- Instructional Design Models
- Instructional Design Practice
- Instructional Design Research
- Instructional Designer Preparation
- Multimedia and Image Design
- Self-Regulated E-Learning Design Principles
- Technology-Facilitated Experiential Learning
- Instructional and Learning Strategies
- Anchored Instruction
- Case-Based Reasoning and Educational Technology
- Conditions of Learning
- Cultural Considerations in Technology-Enhanced Learning and Instruction
- Distributed Cognitions in Computer-Supported Collaborative Learning
- Elaboration Theory
- Embodied Learning Systems
- Engaged Learning
- Informal Learning Strategies
- Instructional Transaction Theory
- Mindtools
- Model-Based Approaches
- Multimedia and Image Design
- Problem- and Task-Centered Approaches
- Technology Support for Conceptual Change
- Technology-Enhanced Inquiry Learning
- Technology-Facilitated Experiential Learning
- Interactive and Immersive Multimedia
- 3D Immersive Environments
- Biofeedback Learning Environments
- Haptic Technologies to Support Learning
- Head-Mounted Displays in Learning and Instruction
- Holographic Imaging in Learning and Instruction
- New Visual World and Future Competencies
- Simulation-Based Learning
- Training Using Virtual Worlds
- Transmedia in Education
- Virtual Worlds
- Internet and Information Resources
- Cloud Computing
- Cloud-Based Adaptive Systems
- Creative Commons
- Desktop and Virtual Publishing
- Digital Archives
- Digital Curation
- Digital Storytelling
- Intellectual Property
- Internet of Things
- Internet: Impact and Potential for Learning and Instruction
- Metatagging of Learning Objects and Apps
- Online Mentoring
- Web Analytics
- Journals
- Mobile Technologies
- 3G and 4G Networks
- Apps for Use at the Elementary Level
- Apps for Use at the Secondary Level
- Apps for Use in Higher Education
- Integrated and Networked Mobile Devices for Learning and Instruction
- Learning and Instructional Apps
- Mobile Assistive Technologies
- Mobile Devices: Impact on Learning and Instruction
- Mobile Tools and Technologies for Learning and Instruction
- Radio Frequency Identification in Education
- Remote Sensing Technologies
- Tablet Devices in Education and Training
- Touch-Based and Gesture-Based Devices
- Wearable Learning Environments
- Open Access Resources
- Performance Technologies
- Psychological and Social Issues and Perspectives
- Accelerated Learning
- Affective Factors in Learning, Instruction, and Technology
- ARCS Model
- Behavioral Factors in Learning, Instruction, and Technology
- Cognition and Human Learning
- Cognitive Load Theory
- Constructivist Theory
- Cyberbullying
- Digital Divide
- Dual Coding Theory
- Educational Technology, Philosophical Perspectives on
- Experiential Learning
- Human-Computer Interaction
- Intersubjectivity and Educational Technology
- Motivation, Emotion Control, and Volition
- Neuroscience and Learning
- Situated Learning
- Vulnerability in Learning
- Simulation and Modeling Technologies
- Social Media
- Second Self
- Collaboration and Social Networking
- Integrating Social Media Into Learning and Instruction
- Measuring Contacts and Interactions in Social Networks
- New Visual World and Future Competencies
- Semantic Web
- Social Media and Networking
- Social Media in Elementary School Settings
- Social Media in Higher Education
- Social Media in Secondary School Settings
- Social Media in the Workplace
- Social Media, Identity in
- Social Network Analysis
- Social Networking
- Web 2.0 and Beyond
- Special Education
- Assistive Technology
- Assistive Technology for Persons With Autism Spectrum Disorder
- Gesture-Based Learning and Instructional Systems
- Technologies for Persons With Dyslexia
- Technologies for Persons With Hearing Impairments
- Technologies for Persons With Physical Disabilities
- Technologies for Persons With Visual Impairments
- Technologies for Students With Attention Deficit Disorder
- Technologies to Enhance Communication for Persons With Autism Spectrum Disorder
- Universal Design
- Universal Design for Learning
- Teaching and Learning With Technology
- Badges and Skill Certification
- Collaborative Learning and 21st-Century Skills
- Collaborative Learning With Technology
- Leadership in E-Learning
- Learning and Instructional Apps
- Learning by Modeling
- Learning Objects
- Massive Open Online Courses
- Measuring and Assessing TPACK (Technological Pedagogical Content Knowledge)
- Natural Language Processing in Learning Environments
- Pedagogical Knowledge
- Personal Learning Environments
- Seamless Learning
- Self-Regulated E-Learning Design Principles
- Technologies for Critical Thinking Development
- Technologies for Gifted Students
- Technologies in Arts Education
- Technologies in Humanities Education
- Technologies in Mathematics Education
- Technologies in Medical Education
- Technologies in Science Education
- Technologies Supporting Self-Regulated Learning
- Technologies to Support Engineering Education
- Technology Knowledge
- Technology, Pedagogy, and the Learning Society
- TPACK (Technological Pedagogical Content Knowledge)
- TPACK (Technological Pedagogical Content Knowledge): Implications for 21st-Century Teacher Education
- Twenty-First-Century Technology Skills
- Virtual Learning Environments
- Virtual Schools and Programs
- Virtual Teams
- Technology Diffusion and Integration
- Change Agency
- Diffusion of Distance Education
- Diffusion of New Technologies in the Workplace
- Disruptive Innovations
- Disruptive Technologies
- Early Adopters
- Emerging Educational Technologies
- Innovators and Risk Takers in Education
- Predicting Change and Adoption of Technology Innovations
- Systemic Change and Educational Technology
- Technology Integration
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