Performance-Centered Design as a Framework to Improve the Usability of an Educational Assessment System: A Case Study PROCEEDINGS
Yuxin Ma, Douglas Williams, Lynn Laakkonen, Swaty Chandel, Shilpa Phadke, Stacy Crochet, University of Louisiana at Lafayette, United States
World Conference on Educational Multimedia, Hypermedia and Telecommunications, Publisher: AACE, Chesapeake, VA
This paper reports a case study of how the concepts of electronic performance support systems (EPSS) or performance-centered design (PCD) can be used as a framework to improve the interface design of Professional Accountability Support System ?Using a PORTal Approach (PASS-PORT), a richly diverse portfolio-based assessment system for higher education. With the large scale of evaluation and data aggregation options available with this assessment system, some interface issues related to unit based and course based usage have emerged since PASS-PORT was rolled out in 2002. Resulting confusion from these issues has negatively impacted the perceptions and attitudes that users have toward this system and resulted in inappropriate usage of the system. The PASS-PORT project team has followed a performance-centered design (PCD) process (Raybould, 2000) to analyze the problem and redesign the user interface to add enhancements for course based design.
Ma, Y., Williams, D., Laakkonen, L., Chandel, S., Phadke, S. & Crochet, S. (2006). Performance-Centered Design as a Framework to Improve the Usability of an Educational Assessment System: A Case Study. In E. Pearson & P. Bohman (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 (pp. 692-697). Chesapeake, VA: AACE. Retrieved March 11, 2014 from http://www.editlib.org/p/23082.
© 2006 AACE