A cost–benefit analysis for developing item banks in higher education

Silvester Draaijer

doi:10.1007/978-3-030-25264-9_11

A cost–benefit analysis for developing item banks in higher education

Silvester Draaijer^*

^*Corresponding author for this work

Research output: Chapter in Book / Report / Conference proceeding › Conference contribution › Academic › peer-review

Abstract

Item banks in higher education can be regarded as important assets to increasing the quality of education and assessment. An item bank allows for the flexible administration of computer-based achievement tests for summative purposes, as well as quizzes for formative purposes. Developing item banks, however, can require quite an investment. A well-worked-out business case can help with convincing stakeholders to start an item bank development project. An important part of such a business case should be the increase in item quality and the estimated reduction in costs, particularly for the collaborative development of an item bank. However, a theoretical underpinning of a business case, incorporating considerations based on classical test theory is lacking in the literature. Therefore, a model is described to make estimations of reductions in misclassifications and per-unit costs. Examples are presented of the likelihood of reducing misclassifications and cost per unit based on findings in the literature. Implications for research and practice are discussed.

Original language	English
Title of host publication	Technology Enhanced Assessment
Subtitle of host publication	21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers
Editors	Silvester Draaijer, Eric Ras, Desirée Joosten-ten Brinke
Publisher	Springer Verlag
Pages	165-179
Number of pages	15
ISBN (Electronic)	9783030252649
ISBN (Print)	9783030252632
DOIs	https://doi.org/10.1007/978-3-030-25264-9_11
Publication status	Published - 2019
Event	21st International Conference on Technology Enhanced Assessment, TEA 2018 - Amsterdam, Netherlands Duration: 10 Dec 2018 → 11 Dec 2018

Publication series

Name	Communications in Computer and Information Science
Volume	1014
ISSN (Print)	1865-0929

Conference

Conference	21st International Conference on Technology Enhanced Assessment, TEA 2018
Country/Territory	Netherlands
City	Amsterdam
Period	10/12/18 → 11/12/18

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 17 Partnerships for the Goals

Keywords

Economics
Educational measurement
Higher education
Item banking
MCQs
Multiple-choice questions
Question development
Test development

Access to Document

10.1007/978-3-030-25264-9_11

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Cite this

Draaijer, S. (2019). A cost–benefit analysis for developing item banks in higher education. In S. Draaijer, E. Ras, & D. Joosten-ten Brinke (Eds.), Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers (pp. 165-179). (Communications in Computer and Information Science; Vol. 1014). Springer Verlag. https://doi.org/10.1007/978-3-030-25264-9_11

Draaijer, Silvester. / A cost–benefit analysis for developing item banks in higher education. Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers. editor / Silvester Draaijer ; Eric Ras ; Desirée Joosten-ten Brinke. Springer Verlag, 2019. pp. 165-179 (Communications in Computer and Information Science).

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abstract = "Item banks in higher education can be regarded as important assets to increasing the quality of education and assessment. An item bank allows for the flexible administration of computer-based achievement tests for summative purposes, as well as quizzes for formative purposes. Developing item banks, however, can require quite an investment. A well-worked-out business case can help with convincing stakeholders to start an item bank development project. An important part of such a business case should be the increase in item quality and the estimated reduction in costs, particularly for the collaborative development of an item bank. However, a theoretical underpinning of a business case, incorporating considerations based on classical test theory is lacking in the literature. Therefore, a model is described to make estimations of reductions in misclassifications and per-unit costs. Examples are presented of the likelihood of reducing misclassifications and cost per unit based on findings in the literature. Implications for research and practice are discussed.",

keywords = "Economics, Educational measurement, Higher education, Item banking, MCQs, Multiple-choice questions, Question development, Test development",

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Draaijer, S 2019, A cost–benefit analysis for developing item banks in higher education. in S Draaijer, E Ras & D Joosten-ten Brinke (eds), Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers. Communications in Computer and Information Science, vol. 1014, Springer Verlag, pp. 165-179, 21st International Conference on Technology Enhanced Assessment, TEA 2018, Amsterdam, Netherlands, 10/12/18. https://doi.org/10.1007/978-3-030-25264-9_11

A cost–benefit analysis for developing item banks in higher education. / Draaijer, Silvester.
Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers. ed. / Silvester Draaijer; Eric Ras; Desirée Joosten-ten Brinke. Springer Verlag, 2019. p. 165-179 (Communications in Computer and Information Science; Vol. 1014).

Research output: Chapter in Book / Report / Conference proceeding › Conference contribution › Academic › peer-review

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AB - Item banks in higher education can be regarded as important assets to increasing the quality of education and assessment. An item bank allows for the flexible administration of computer-based achievement tests for summative purposes, as well as quizzes for formative purposes. Developing item banks, however, can require quite an investment. A well-worked-out business case can help with convincing stakeholders to start an item bank development project. An important part of such a business case should be the increase in item quality and the estimated reduction in costs, particularly for the collaborative development of an item bank. However, a theoretical underpinning of a business case, incorporating considerations based on classical test theory is lacking in the literature. Therefore, a model is described to make estimations of reductions in misclassifications and per-unit costs. Examples are presented of the likelihood of reducing misclassifications and cost per unit based on findings in the literature. Implications for research and practice are discussed.

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Draaijer S. A cost–benefit analysis for developing item banks in higher education. In Draaijer S, Ras E, Joosten-ten Brinke D, editors, Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers. Springer Verlag. 2019. p. 165-179. (Communications in Computer and Information Science). Epub 2019 Jul 13. doi: 10.1007/978-3-030-25264-9_11

A cost–benefit analysis for developing item banks in higher education

Abstract

Publication series

Conference

UN SDGs

Keywords

Access to Document

Persistent URL (handle)

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Cite this