Educational Measurements and Evaluation

Abstract

The problem with which this research is concerned is that of determining the effectiveness of television instruction as compared to conventional instruction. Data was secured by organizing control and experimental groups in Finite Math and General Botany. The control groups received their instruction via conventional means. The experimental groups received their instruction via live or closed circuit television.

The next step was to secure student and instructor opinions concerning television instruction. The achievement of the groups was tested using the “null hypothesis.” The .05 level was used to accept or reject each research hypothesis. This research indicated that there was no significant difference between the methods used in Finite Math. Although slight, there was a significant difference in General Botany.     

Measurement of television utilization

Summary Measurement of effectiveness and the extent of use are the two principal means of assessing television utilization. Television programs are generally as effective or slightly more effective than regular instruction. The value of increased utilization of television programs has been difficult to assess because of the difficulties of measuring audiences and giving meaning to the values obtained. A proposed audience measurement technique was developed and applied to television installations in New York State. On December 7, 1960, all schools in the State reported on the television programs that they watched on that date. Tables in this article presented utilization figures for all television broadcast programs and closed-circuit installations and for one kinescope utilization activity.     

BRIDGE: A model for comparing the costs of using distance instruction and classroom instruction

Abstract

A computerized cost‐simulation model designed to compare the cost of expanding a campus using distance instruction to that of classroom instruction is discussed. The rationale for the cost comparison is the working hypothesis that the benefits of distance instruction are at least as good as those of classroom instruction. Cost comparison examples from classroom, television/broadcast, and asynchronous network courses are discussed. The model also demonstrates the cost‐saving potential of sharing courses and programs among campuses.     

Does Instructional TV Make the Grade?

Managers at Michigan State University's extensive ITV operation employ a wide range of evaluative procedures with special emphasis on term‐by‐term telephone interviews to assess student attitudes in television courses. The interview system is explained in some detail for readers interested in initiating relatively inexpensive research techniques. Recent data comparing students in television sections with students in face‐to‐face classroom sections show no significant differences in grades or attitudes toward mediated instruction. These data are applied in varied ways by producers, faculty and administrators to improve instructional television     

The Children's Television Workshop goes to school

Repackaging existing educational television series to fit the needs of more narrowly defined audiences is a cost-effective way of delivering high-quality educational television into the schools. This article discusses both the technological and program-design barriers to wider use of television in classroom instruction and details the steps that the Children's Television Workshop took to make3-2-1 Contact, its educational television science series, a more effective science teaching tool.     

Student Performance in Three Classroom Settings

Abstract

This study evaluated the effectiveness of interactive television in teaching an MSW foundation research methods course. Specifically, the performance of distant students who received instruction via interactive television was compared with the performance of their peers who received simultaneous face-to-face instruction in an interactive television classroom on-campus and with students who took the course in a traditional classroom. This retrospective analysis of student performance, spanning a four-year period, found that students performed comparably regardless of the setting for the course. The three groups of students studied did not differ statistically on their combined midterm/final examination test scores, the required course paper, or final course grades.     

A strategy for instructional television research

Conclusion In this article an empirical approach to instructional television research has been defined. This approach does not seek to replace theoretical studies but seeks rather to establish, within those institutions using instructional television, a body of knowledge based on empirical generalizations. Many authors have suggested the importance of defining objectives in assessing instruction, but their ideas filter only very slowly through educational systems. Part of this resistance may be traced to the complete revision of assessment instruments required by instruction by objectives, or standards. However, by asking the question, What happens during instruction? it may be possible to devise instructionally useful measures. Similarly, this question presents teaching, research, and production staff with a problem they may be eager to define and solve.     

Changes in student attitudes during a course in relation to instructional media

Summary Scales measuring attitude toward a course were administered five times at equally spaced intervals throughout the course to college students. The students were in courses taught by one of four methods of instruction; programed, television, small class, and large class. The mean scores on the attitude scales differed significantly among the methods of instruction on each of the five administrations. The means of the methods were consistently ordered as follows: programed instruction television instruction > small class > large class. There was also a consistent decline in the mean scores over the five administrations. Novelty of the method for the students was offered as the variable differentiating the methods associated with the attitudinal differences. Other hypotheses were also discussed. The research reported here was one of several projects performed pursuant to a contract with the Office of Education, United States Department of Health, Education, and Welfare.     

The rise and decline of an educational technology: Television in American Samoa

In the mid-1960s what was then publicized as the world’s largest educational television broadcasting system began beaming core instruction into the public schools of American Samoa—about 300 classrooms in all. By 1980 television was playing only a minor, supplementary role in instruction, and many classroom receivers were unworkable. This article traces the rise and decline of television instruction in that South Seas island possession and looks at some lessons to be learned from the experience. Unless otherwise notedby references to publications, information in this article was derived from interviews with members of the public education system of American Samoa during the period 1968–77 when the author visited the islands periodically as external director of assessing unmet educational needs. A further series of interviews was conducted in August 1979. The following informants were particularly helpful: Sili Atuatasi, Marilyn Barry, Mere Betham, Nicholas Cowell, Robert Evans, Betty Johnston, John Kneubel, Ivan Probst, Samiu Sala, Nancy Satele, Tyman Stephens, Paul Stevenson, Fulifuli Taveuveu, and Moega Tuitele.     

CBT OR IVD?—That’s the question

Summary Computer-Based Training is usually based upon modular branching paradigms familiar in print-based programmed learning materials. It successfully involves students actively in the instruction, but due to inherent limitations lacks the realism and immediacy of television. Interactive video is a recent development in instructional technology, merging of computers and television. This marriage has produced a hybrid technology which can provide the structure and involvement of computerassisted instruction and the realism of television. For interactive video to realize its potential, rigorous design and technical requirements must be satisfied. Educators and trainers can make informed decisions about the use of CBT versus IVD by studying the large body of research that deals with the instructional effectiveness of these technologies. Also, answering questions regarding learning outcomes, budget constraints, and other issues is critical before committing to one medium over the other. Knowing the advantages and disadvantages of each instructional system is key to selecting an appropriate and cost-effective instructional approach.     

Two-way and one-way video: when is ‘no difference’ significant in distance education?

This study investigated the effects of instructor monitoring on student attitudes in an interactive television course. A comparison was made between learners located at sites with and without video feedback to the instructors. Data were collected for four variables: level of interaction as perceived by the student, value of the content taught, student assessment of gains in knowledge, and overall satisfaction. Multivariate analysis of variance (MANOVA) results indicated that student perceptions were not affected by the absence of video monitoring. The effect size was estimated to be practically zero and corroborated by the qualitative evidence collected in a subsequent study using interviews in other television (TV) courses. Findings were discussed in relation to instructional characteristics and system improvement priorities. The paper concluded that given appropriate instructional characteristics, partial absence of video feedback to the instructor may be adequately rectified to justify a wider coverage by interactive TV instruction even where real-time video feedback is not feasible.     

动漫应用于教育教学的特点和影响研究

动漫已成为一种流行于网络世界与电视荧屏的媒体形式,深受儿童与青少年喜爱。有关动漫的界定以及特征在学术界并未达成一致,但是在中国市场上的动漫作品却具有积极的教育意义。分析动漫应用于教育教学的优势与弊端,并探讨动漫对传统教学所产生的影响。     

Designing instructional television for concept learning in low-achieving pupils in Trinidad and Tobago

In Trinidad and Tobago, educational television is developed for the general secondary school population and is not generally designed to address specific learner needs. In this study, an instructional video production was developed and targeted to low-achieving students of the secondary school population, in the Junior Secondary sector. Content was drawn from the social studies curriculum and the focus of instruction was the acquisition of concepts and generalisations. There was sufficient evidence that the video production facilitated a moderate level of learning. It was also evident that there were areas of the production where instruction was not adequate. Two aspects were identified for further work. First, given the wide range of achievement levels noted in the current evaluation, there is need to identify more precisely the learning needs of the mainstream of the Junior Secondary population. Secondly, attention must also be paid to designing productions that could facilitate learner capability to link items of information and attain more complex levels of learning.     

Student attitudes toward closed-circuit instructional television

Summary The objectives of this study were to examine (1) the relative effectiveness of closed-circuit television for classroom teaching compared to conventional teaching and (2) the acceptability of closed-circuit television teaching to the students. A course was offered both by closed-circuit television and by conventional teaching. Students within each group were asked to rate the course and other related concepts. In addition, their examination grades were obtained. No differences were found with respect to performance. The students taught via television rated the course and their instructors relatively lower than those who received conventional instruction. Howard M. Bobren is assistant to the director, Institute of Communications Research and Sheldon L. Siegel is research assistant, College of Education, both at the University of Illinois.     

音视频基础课教学实验室评估的实践与探索

艺术院校影视类实验室按国家基础课教学实验室评估标准参评,目前国内尚无先例,浙江传媒学院院通过对音视频基础课教学实验室评估的实践和对评估标准的研究,试图揭示影视实验教学规律,探索既具有影视教学特色又符合基础实验室评估要求的影视实验教学评价体系,为我省乃至全国同类院校的影视类基础实验室评估提供示范作用。     

TELEVISION AS AN EDUCATIONAL AND OUTREACH MEDIUM FOR OLDER ADULTS

This paper examines the medium of television as a means of education and outreach for older adults. It looks at positive and negative potentials of television. Particular attention is given to public television, cable television and videotapes. The viewing patterns, social and psychological functions of television, and the programming preferences of older adults are explored in terms of their relevance to educators and service providers.     

A METHOD TO STUDY THE EFFECTS OF MEDIA IN THE CLASSROOM

In Sweden radio and television programs for educational purposes are produced by a special unit within Sveriges Radio (SR), but there is also a production unit outside the organization SR producing educational programs, in the first place for adults (TRU). In the near future these two units are to be joined into one. In the Educational Program Department of SR there is a special group concerned with research and development questions. For the time being there are four full‐time posts as researchers, and within the framework of the budget of the program department the research group has it's own budget for research and evaluation of radio and television in instruction. The aim of this internal research ‐‐ exemplified in this paper ‐ is to give producers such experience as can be of value both for the assessment of individual products and for production work in the long run.     

Comparative analysis of television tutorial and CAI for the teaching of typing skills to radio-teletypewriter operators

The Army is constantly assessing new technology for the purpose of increasing the effectiveness and/or the efficiency of instruction. The study presented is an evaluation of the use of a microcomputer network for the teaching of basic typing skills to teletypewriter operators. Individualized instruction delivered via the microcomputer was compared to a television tutorial method where the students practiced on real teletypewriters. There was no difference among training outcomes for either group. Both groups performed equally well at the conclusion of training. The microcomputer group also transferred their knowledge equally well. In view of the savings in cost of training, in the opportunity for individualizing instruction, and the improved attitudes of the instructors, the computer can be considered more efficient.     

Children,Television and Learning in Nursery and Infants’ Schools

Whether young children learn from television is a contentious issue. Some people believe that learning takes place through the very fact of watching a television picture while others feel that young children view passively. The child as an individual, the purposes for using television and the facilities at a teacher's disposal are rarely taken into account within the considerations. This paper argues that attention needs to be given to levels on mental development, interpretation of curriculum and resources available when children, television and learning in nursery and primary schools are examined.     

播音与主持传播属性辨析

自从主持人节目形态出现以来,人们一直习惯于用"播音主持"来统称广播电视有声语言传播行为,以为播音与主持同属一种有声语言传播形态,甚至不少业界人士也存在这种模糊认识,并对实际工作造成了负面影响。其实,播音与主持是两种不同属性的传播行为,二者在广播电视有声语言传播系统中所起的作用是相互不可替代的。本文试图从理论和实践的层面上进一步厘清播音与主持的界限,以便对实际工作提供帮助和指导。