Mathematical ability assessed by computer

Beevers, Cliff; McGuire, George; Stirling, G.; Wild, David George

doi:10.1016/0360-1315(95)00049-6

Cited by 11 publications

(5 citation statements)

References 5 publications

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“…So, in chemistry and computing, in line with the earlier studies in mathematics, Beevers et al (1995) and Fiddes et al (2002), the following questions were posed:…”

Section: Introductionmentioning

confidence: 99%

Investigating the medium effect in computer‐aided assessment of school Chemistry and college Computing national examinations

Ashton

Beevers

Korabinski

et al. 2005

Brit J Educational Tech

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This article presents results of a comparison between paper and computer tests of ability in Chemistry and Computing. A statistical model is employed to analyse the experimental data from almost 200 candidates. It is shown that there is no medium effect when specific traditional paper examinations in Chemistry and Computing are transferred into electronic format. The effect of rewording for computer-delivered test questions is also investigated and again the conclusion is that no evidence of a difference could be found. These results were obtained as part of the Project for Assessments in Scotland using Information Technology (PASS-IT).

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“…So, in chemistry and computing, in line with the earlier studies in mathematics, Beevers et al (1995) and Fiddes et al (2002), the following questions were posed:…”

Section: Introductionmentioning

confidence: 99%

Investigating the medium effect in computer‐aided assessment of school Chemistry and college Computing national examinations

Ashton

Beevers

Korabinski

et al. 2005

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…It must be emphasized that computerized adaptive testing is different from computerized administrated testing which usually refers to a mechanism that randomly select a test item or a subtest from a pool of items with regardless of the ability of the examinee (see, e.g. Beevers et al, 1995). In contrast, a CAT system adaptively selects an item according to the estimate of the ability of examinee based on his or her responses to previous items.…”

Section: Potential Advantages Of Computerized Adaptive Testingmentioning

confidence: 99%

Mixed Approach for Item Selection in E-Testing

Leung

2010

Res. Practice Tech. Enhanced Learning

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Learning and instruction can be enhanced with the information provided from assessment. Computerized adaptive testing is an effective mode of e-testing as it can be operated in a continual and dynamic mode. It can also cater for individual needs by providing tailor-made tests. In this paper, we will examine a new item selection approach which would allow more flexibility in balancing the two competitive goals of accuracy and item pool utilization in computerized adaptive testing. Moreover, a new index for comparing a weighted balance of these two goals is proposed.

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“…In Exam mode a student has to decide whether the extra tune is worthwhile compared with the partial credit on offer in that question. This method of awarding partial credit has been steadily evolving over the last few years since the original experiment in 1994 was reported by Beevers, McGuire, Stirling and Wild (1995). Whatever the mode, this extra flexibility has proved popular with students and has been introduced after much student feedback on earlier versions of the CALM test.…”

Section: Key-steps and Partial Creditmentioning

confidence: 99%

Issues of partial credit in mathematical assessment by computer

Beevers

Wild

McGuine

et al. 1999

ALT-J

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since 1985. From the beginning CALM has featured assessment in its programs (Beevers, Cherry, Foster and McGuire, 1991), and enabled both students and teachers to view progress in formative assessment The computer can play a role in at least four types of assessment: diagnostic, self-test, continuous and grading assessment. The TLTP project Mathwise employs the computer in three of these roles. In 1994 CALM reported on an educational experiment in which the computer was used for the first time to grade, in part, the learning of a large class of service mathematics students (Beevers, McGuire, Stirling and Wild ,1995), using the Mathwise assessment template. At that time the main issues identified were those of 'partial credit' and communication between the student and the computer. These educational points were addressed in the next phase of the CALM Project in which the commercial testing program Interactive PastPapers was developed. The main aim of this paper is to describe how Interactive Past Papers has been able to incorporate some approaches to partial credit which has helped to alleviate student worries on these issues. Background information on other features in Interactive PastPapers is also included to provide context for the discussion.

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Mathematical ability assessed by computer

Cited by 11 publications

References 5 publications

Investigating the medium effect in computer‐aided assessment of school Chemistry and college Computing national examinations

Investigating the medium effect in computer‐aided assessment of school Chemistry and college Computing national examinations

Mixed Approach for Item Selection in E-Testing

Issues of partial credit in mathematical assessment by computer

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