A review of computer-assisted assessment

Conole, Gràinne; Warburton, Bill

doi:10.3402/rlt.v13i1.10970

Cited by 127 publications

(67 citation statements)

References 13 publications

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“…Gill & Greenhow (2008) report the worrying finding that students who had learned to omit units from their answers because these were not requested or could not be recognised by the assessment system, continued to omit units thereafter. Conole & Warburton (2005) discuss the difficulty of using selected-response questions to assess higher order learning outcomes, though some have tried (e.g. Gwinnett & Cassella 2011).…”

Section: Drivers and Developmentmentioning

confidence: 99%

“…Some of the recent reviews of e-assessment literature (e.g. Conole & Warburton 2005, Dikli 2006, Hepplestone et al 2011, JISC 2009, Kay & LeSage 2009, Nicol 2008, Ridgway et al 2004, Ripley 2007, Stödberg 2012) have focused on a subset of technology-enhanced assessment or feedback. This review is deliberately broad, although its main focus is on computer-marked assessment.…”

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confidence: 99%

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E-assessment: Past, present and future

Jordan

2016

NEW DIR TEACH PHYS SCI

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This review of e-assessment takes a broad definition, including any use of a computer in assessment, whilst focusing on computer-marked assessment. Drivers include increased variety of assessed tasks and the provision of instantaneous feedback, as well as increased objectivity and resource saving. From the early use of multiple-choice questions and machine-readable forms, computer-marked assessment has developed to encompass sophisticated online systems, which may incorporate interoperability and be used in students’ own homes. Systems have been developed by universities, companies and as part of virtual learning environments. Some of the disadvantages of selected-response question types can be alleviated by techniques such as confidence-based marking. The use of electronic response systems (‘clickers’) in classrooms can be effective, especially when coupled with peer discussion. Student authoring of questions can also encourage dialogue around learning. More sophisticated computer-marked assessment systems have enabled mathematical questions to be broken down into steps and have provided targeted and increasing feedback. Systems that use computer algebra and provide answer matching for short-answer questions are discussed. Computer-adaptive tests use a student’s response to previous questions to alter the subsequent form of the test. More generally, e-assessment includes the use of peer-assessment and assessed e-portfolios, blogs, wikis and forums. Predictions for the future include the use of e-assessment in MOOCs (massive open online courses); the use of learning analytics; a blurring of the boundaries between teaching, assessment and learning; and the use of e-assessment to free human markers to assess what they can assess more authentically.

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Section: Drivers and Developmentmentioning

confidence: 99%

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confidence: 99%

E-assessment: Past, present and future

Jordan

2016

NEW DIR TEACH PHYS SCI

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“…Over the past 17 years, online formative assessment (OFA) has emerged from the combination of research in both formative assessment and computer‐assisted assessments. Prior reviews of the literature regarding both formative assessment and computer‐assisted assessment have synthesized fundamental knowledge in these two fields of research (Black & William, ; Clark, ; Conole & Warburton, ; Nicol, ). Currently, one strong review (Gikandi, Morrow, & Davis, ) has been published specifically on OFA in higher education.…”

Section: Introductionmentioning

confidence: 99%

Diverse delivery methods and strong psychological benefits: A review of online formative assessment

McLaughlin

Yan

2017

Computer Assisted Learning

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This article is a review of literature on online formative assessment (OFA). It includes a narrative summary that synthesizes the research on the diverse delivery methods of OFA, as well as the empirical literature regarding the strong psychological benefits and limitations. Online formative assessment can be delivered using many traditional assessment methods. These assessments can be delivered using a variety of programs and software. The benefits of using OFAs include both gains in achievement scores and the development of essential complex cognitive processes, such as self-regulation. While attention is paid to both K-12 and higher education settings, this article highlights how OFA has been used distinctly in each. This paper has high utility for both academics and practitioners.

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“…As a result, these systems are generally not useful for goal-setting and intervention planning by classroom teachers (Shinn 1998). Moreover, most of the systems are developed for higher and supplemental educational organizations (Conole & Warburton 2005). Limited attention was paid to primary education (He & Tymms 2005).…”

Section: Introductionmentioning

confidence: 99%

A web‐based curriculum‐based measurement system for class‐wide ongoing assessment

Tsuei¹

2007

Computer Assisted Learning

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Internet technology has offered opportunities to develop ongoing assessment systems for classroom-based evaluation -on a daily basis. In this study, the researcher developed a webbased, curriculum-based measurement system with dynamic features which could generate different types of mathematics probes, track students' progress and provide diagnosed information as well as instructional suggestions for teachers. This paper explores the effects of the system on students' mathematical achievements. A total of 134 third-grade students (9-to 10-year-olds) in four classes participated. The teachers in all groups used the web-based curriculum-based measurement system with different types of curriculum-based measurement probes and growth modeling. The results indicated that the use of class-wide dynamic-growth modeling combined with mixed-type probes enabled the students to perform better than those using single-type probes. This outcome was not seen with the linear-growth modeling groups. The positive findings suggested that applying class-wide dynamic-growth modeling as well as the assessment of integrated mathematics competency in the instructional processes facilitated students' mathematics learning. Therefore, the web-based, curriculum-based measurement system was not only an assessment system, but also a tool for teachers to integrate instructional strategies based on curriculum-based measurement.

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A review of computer-assisted assessment

Cited by 127 publications

References 13 publications

E-assessment: Past, present and future

E-assessment: Past, present and future

Diverse delivery methods and strong psychological benefits: A review of online formative assessment

A web‐based curriculum‐based measurement system for class‐wide ongoing assessment

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