Using Computer-Based Assessment and Feedback

Abstract

This article describes how assessment and feedback represent two key factors that affect students' learning. Using e-assessment with prompt e-feedback reduces the gap between present and desired performance and is considered to be a reflexive and dynamic system in dealing with the new generation of digital natives. Action research was used to investigate students' perception of using computer-based assessment (CBA) and/or computer-based feedback (CBF) in teaching and learning process. Both semi-structured interviews and focus groups were conducted with 44 UG students to assess their perceptions of using CBA and CBF. Findings show that students are generally agreed on the use of and benefits of CBA and/or CBF in teaching accounting and non-accounting modules. For example, these results reveal that many participants valued working online compared to traditional assessment and appreciated the instant feedback they received. Additionally, technology can provide an avenue for assessment and personalised and comprehensive prompt feedback that diverse and digital students need in the 21st Century Higher Education.

Blended Cross-tier Language Teacher Development: Designing Online Video-Based Pragmatic Assessment

“…They included (1) the need for offering English subtitles, (2) the adjustment of conversation speed, and (3) the presentation of complete pragmatic scenarios in video clips. Referring to these pedagogical findings, language teachers may construct a feedback forum [24,42] on the online assessment website where reflective feedback conversations could be promoted between students and teachers [19]. In so doing, students could monitor their own learning process and report the difficulties or concerns that arise.…”