Computer-based assessment: a versatile educational tool

Thelwall, Mike

doi:10.1016/s0360-1315(99)00037-8

Cited by 150 publications

(102 citation statements)

References 14 publications

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“…Multiple-choice questions are not limited to only the lower levels of Bloom's taxonomy, such as recall, comprehension, and application. Well thought out questions and answer choices can also test higher levels, such as analysis and evaluation [10]. This course requires students to learn a great deal of terminology related to their major and the quizzes (and corresponding tests) reflect this with many lower level questions.…”

Section: Resultsmentioning

confidence: 99%

“…Students can now take short quizzes outside of class and have them scored automatically and immediately, as well as retake them to improve their scores. While instructors could have provided students with this type of quizzing option in the past, it was impractical without computerized grading [10]. This form of quizzing is essentially allowing the students to practice taking the quiz until they are ready to officially count their score.…”

Section: Introductionmentioning

confidence: 99%

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Using low-stakes quizzing for student self-evaluation of readiness for exams

Davis

2011

2011 Frontiers in Education Conference (FIE)

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-Introductory level courses in many Science, Technology, Engineering, and Math (STEM) disciplines require students to acquire an enormous new disciplinespecific vocabulary in preparation for future courses. Students are often not prepared for the amount of selfdirected studying they must do to be successful in these types of courses, particularly in their first year of college. To assist students in more accurately gauging their readiness for an exam, online low-stakes quizzes were implemented in a freshman level course, giving students an opportunity to practice their new language with minimal grade-related consequences. This quizzing strategy provides students an opportunity to self-assess their current level of knowledge. The quizzes also provide feedback, helping students determine how to adjust their behavior to ensure that acquisition of the missing knowledge is successful. This paper presents preliminary results of the research effort and illustrates the effects of this low-stakes quizzing. Specifically, this paper evaluates (1) whether the quizzing helps students to better prepare for medium and high stakes exams; (2) whether the quizzing increases the mean exam scores compared to previous semesters with no quizzing; and (3) whether the quizzing must be required (low-stakes) to be effective, or whether it can be optional (no-stakes) and still benefit students.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using low-stakes quizzing for student self-evaluation of readiness for exams

Davis

2011

2011 Frontiers in Education Conference (FIE)

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“…Az utóbbi évtize-dekben az információs-kommunikációs technológiák nem csak a munkahelyeken és az otthonainkban terjedtek el, hanem az iskola tanulási és mérés-értékelési környezetében is. A számítógép alapú mérési-értékelési technológiák az értékelési folyamat automatizá-lásának innovációját jelentik, mely gyakorlatilag bármilyen kontextusban és bármelyik értékelési típusban (formatív, szummatív, diagnosztikus) alkalmazható (Terzis és Economides, 2010;Thelwall, 2000). Az elektronikus kérdések már nem csak szöveg alapúak lehetnek, hanem multimédiát is tartalmazhatnak.…”

Section: Minta Mérőeszközök Adatgyűjtésunclassified

Az iskolai és iskolán kívüli társas tevékenységek jellemzői és összefüggései az online adatgyűjtésből származó háttéradatokkal 9−12 éves diákok körében

Kinyó¹,

Bús²

2015

ISKKULT

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“…The effectiveness of conducting peer assessment over the technology-enhanced environment has been further evaluated and confirmed by various studies. Thelwall's (2000) study found that computer-based assessment was an extremely versatile educational tool and could have a number of major advantages, including: increased lifespan, security and flexibility, improved student motivation for study, and use as a learning resource. Chang (2001) further reflected that most students had a positive attitude towards the system's assistance in personal learning process and outcome.…”

Section: Technology-enhanced Assessment -Is This An Answer or A Questmentioning

confidence: 99%

A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills

2009

InSITE Conference

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To survive and thrive in the challenging context of the 21st century, education must keep abreast of global trends, including the priority of developing in learners the capability of lifelong learning for enhanced cooperation, care, reflective abilities, critical capacities and creativity. As a potential approach to achieve this goal, Computer Supported Collaborative Learning (CSCL) is receiving increasing attention, as it revolutionizes the way of learning. The ultimate success of CSCL, however, often depends upon resolving the question of how it can be assessed in ways that are credible and reliable and how the technology-driven environment can enhance learning. Little guidance is found in the literature on the assessment of CSCL prompts the researcher to re-examine the role of assessment in learning and attempt to devise a peer assessment design in a technologyenhanced environment as part of the learning activities for full-time teacher-educators. In the three studies of this project, the creation of assessment rubrics, the submission of intra-group reflective journals, which formed the basis of the group's growth (learning process), and the intergroup review, which gained from peers' feedback to their project presentation and report (learning product) were incorporated as the assessment measures. It was encouraging to witness that learners of the same cohort had improved their lifelong learning skills progressively over the period of three years by engaging in peer assessment tasks. The findings of these studies indicated that skills fostered through peer assessment were highly relevant to their workplace as teachers when teamwork, interpersonal skills and the ability of self-reflection were emphasised. This study has demonstrated some good practice that supports student-centered learning, prepares students to be lifelong learners and which is suitable for adaption to suit other contexts.

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Computer-based assessment: a versatile educational tool

Abstract: -

Cited by 150 publications

References 14 publications

Using low-stakes quizzing for student self-evaluation of readiness for exams

Using low-stakes quizzing for student self-evaluation of readiness for exams

Az iskolai és iskolán kívüli társas tevékenységek jellemzői és összefüggései az online adatgyűjtésből származó háttéradatokkal 9−12 éves diákok körében

A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills

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