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  News White Paper Examines Effective Use of Assessments in Learning

For Immediate Release

Contact:
Vivienne Shaughnessy
Tel: 0800 731 5895


White Paper Examines Effective Use of Assessments in Learning

LONDON – May 14, 2004 – A new white paper from Questionmark Corporation shows how quizzes, tests, exams and surveys can be used not only to measure knowledge, skills and attitudes but also to enhance learning. “Assessments Through the Learning Process” illustrates how both organisations and instructors can use assessments to improve the learning process and achieve better results. The paper is designed to help readers:

  • Distinguish between types and styles of assessments
  • Understand various types of assessment tools
  • Learn to develop effective assessments
  • Analyse the results of assessments
  • Understand reliability and validity
  • Appreciate the benefits of computerising assessments
The paper can be ordered free of charge at http://www.questionmark.com/a/us050405.htm

“The cornerstone of developing successful educational, training, and certification materials is the effective use of assessments,” says Questionmark President Eric Shepherd. “Assessments used to consist of reams of paper with tiny boxes to be filled in by students. Now, companies and educational institutions have a real opportunity to use technology to make assessments more widely available and to use them as both learning and measurement tools.”

About Questionmark
Questionmark has been producing testing and assessment software since 1988, enabling educators and trainers to write, administer, and report on tests and surveys securely using individual PCs, local networks, the Internet, and intranets. Some 1,900 businesses, governments, schools, colleges, and universities in more than 50 countries use Questionmark™ Perception™. Questionmark has offices in the United States, England, and Belgium, with distributors worldwide.

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All names, product names, and trade names are trademarks or registered trademarks of their respective holders.

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