The acceptance and use of computer based assessment

Terzis, Vasileios; Economides, Anastasios A.

doi:10.1016/j.compedu.2010.11.017

Cited by 285 publications

(307 citation statements)

References 64 publications

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“…They also highlight other means of support and facilitation (e.g., lesson plans, guidelines of technology usage, etc.) as crucial for effective adoption of any classroom technology Nussbaum & Diaz, 2013;Terzis & Economides, 2011). As already recognized above, innovations that are adapted to teacher-specific challenges are more likely to succeed (Prieto et al, 2015(Prieto et al, , 2011Terzis & Economides, 2011), while other authors also consider the users' perception of the technology as critical for adoption (Terzis & Economides, 2011).…”

Section: The Adoption Of Educational Technology At the Practitioner Lmentioning

confidence: 98%

“…Adding to the aforementioned issues and topics detected in the LA literature, and especially the newlyemerged sources focused on the adoption of these innovations, we can look at previous work on orchestration, which defines critical issues in educational technology, and how it can be designed so that it is more easily adopted at the classroom-level (Dillenbourg, 2013;Dimitriadis, Prieto, & Asensio-Pérez, 2013;Nussbaum & Diaz, 2013;Prieto, Wen, Caballero, & Dillenbourg, 2014;Terzis & Economides, 2011).…”

Section: The Adoption Of Educational Technology At the Practitioner Lmentioning

confidence: 99%

“…Similarly to the LA literature, in orchestration-related sources the cost-benefit appraisal of the innovation is identified as critical, with several authors focusing on how to evaluate an innovation from the point of view of classroom orchestration (Nussbaum & Diaz, 2013;Prieto et al, 2014;Terzis & Economides, 2011). Similarly, several authors highlight that the main focus of these evaluations should be the added value for student learning (Phiri, Meinel, & Suleman, 2016;Terzis & Economides, 2011), even if affective aspects and social value of the innovations are also recognized as important (Terzis & Economides, 2011).…”

Section: The Adoption Of Educational Technology At the Practitioner Lmentioning

confidence: 99%

“…Similarly, several authors highlight that the main focus of these evaluations should be the added value for student learning (Phiri, Meinel, & Suleman, 2016;Terzis & Economides, 2011), even if affective aspects and social value of the innovations are also recognized as important (Terzis & Economides, 2011).…”

Section: The Adoption Of Educational Technology At the Practitioner Lmentioning

confidence: 99%

See 3 more Smart Citations

Orchestrating learning analytics (OrLA): Supporting inter-stakeholder communication about adoption of learning analytics at the classroom

Prieto¹,

Rodríguez‐Triana²,

Martínez-Maldonado³

et al. 2018

Preprint

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Despite the recent surge of research in learning analytics (LA), its adoption still is a slow and complex process. Previous research has identified the knowledge gaps and communication among different stakeholders (especially, at the practitioner level) as critical factors for successful adoption of LA innovations. This paper aims to address these issues through the recognition that limited adoption at the practitioner level is not particular to LA technology. Under the label "orchestration", educational technology researchers have tried to refocus their work to emphasize the classroom-level constraints faced in everyday educational activities, in order to favor adoption. In this paper, we review both the learning analytics and orchestration literature to elicit the main aspects to consider in interstakeholder communication about the adoption of LA at the practitioner level. As a result of this review, we propose conceptual frameworks organizing these issues, and tools to support inter-stakeholder communication about LA adoption. We also provide examples that illustrate how researchers and practitioners are using these frameworks and tools to focus communication and decision-making during the adoption of LA innovations in Australia, Spain and Estonia.

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Section: The Adoption Of Educational Technology At the Practitioner Lmentioning

confidence: 98%

Section: The Adoption Of Educational Technology At the Practitioner Lmentioning

confidence: 99%

Section: The Adoption Of Educational Technology At the Practitioner Lmentioning

confidence: 99%

Section: The Adoption Of Educational Technology At the Practitioner Lmentioning

confidence: 99%

See 2 more Smart Citations

Orchestrating learning analytics (OrLA): Supporting inter-stakeholder communication about adoption of learning analytics at the classroom

Prieto¹,

Rodríguez‐Triana²,

Martínez-Maldonado³

et al. 2018

Preprint

View full text Add to dashboard Cite

show abstract

“…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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Performance equivalency between computer‐based and traditional pen‐and‐paper assessment: A case study in clinical anatomy

Guimarães

Ribeiro

Cruz

et al. 2017

Anatomical Sciences Ed

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The time, material, and staff-consuming nature of anatomy's traditional pen-and-paper assessment system, the increase in the number of students enrolling in medical schools and the ever-escalating workload of academic staff have made the use of computer-based assessment (CBA) an attractive proposition. To understand the impact of such shift in the assessment method, an experimental study evaluating its effect on students' performance was designed. Additionally, students' opinions toward CBA were gathered. Second-year medical students attending a Clinical Anatomy course were randomized by clusters in two groups. The pen-and-paper group attended two sessions, each consisting of a traditional sectional anatomy steeplechase followed by a theoretical examination, while the computer group was involved in two similar sessions conducted in a computerized environment. At the end of each of the computer sessions, students in this group filled an anonymous questionnaire. In the first session, pen-and-paper group students scored significantly better than computer-group students in both the steeplechase (mean ± standard deviation: 66.00 ± 14.15% vs. 43.50 ± 19.10%; P < 0.001) and the theoretical examination (52.50 ± 12.70% vs. 39.00 ± 21.10%; P < 0.001). In the second session, no statistically significant differences were found for both the steeplechase (59.50 ± 17.30% vs. 54.50 ± 17.00%; P = 0.085) and the theoretical examination (57.50 ± 13.70% vs. 54.00 ± 14.30%; P = 0.161). Besides, an intersession improvement in students' perceptions toward CBA was registered. These results suggest that, after a familiarization period, CBA might be a performance equivalent and student accepted alternative to clinical anatomy pen-and-paper theoretical and practical examinations. Anat Sci Educ 11: 124-136. © 2017 American Association of Anatomists.

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The acceptance and use of computer based assessment

Cited by 285 publications

References 64 publications

Orchestrating learning analytics (OrLA): Supporting inter-stakeholder communication about adoption of learning analytics at the classroom

Orchestrating learning analytics (OrLA): Supporting inter-stakeholder communication about adoption of learning analytics at the classroom

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

Performance equivalency between computer‐based and traditional pen‐and‐paper assessment: A case study in clinical anatomy

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