What is the role for ICT‐based assessment in universities?

Gipps, Caroline

doi:10.1080/03075070500043176

Cited by 83 publications

(53 citation statements)

References 10 publications

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“…Furthermore, to facilitate student understanding and foster a student's sense of responsibility for their learning, it was seen as beneficial that our formative assessment provides informative and supportive feedback, rather than just a grade, and does so in a timely manner to optimise learning outcomes. [16,17] We cannot definitively state that the higher results obtained by eQuip users compared with the results of those who did not use the program were because more conscientious students made use of the system and whether they would have obtained such results without the program. However, the distribution curves of the grades for students who used the system and those who did not indicate that there was an even distribution of strong and weak students.…”

Section: Discussionmentioning

confidence: 68%

An online formative assessment tool to prepare students for summative assessment in physiology

Kerr

Muller

McKinon

et al. 2016

AJHPE

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Therefore, in our school, we have decided to embrace the technological approach to assist in meeting the needs of current learners. The use of computerised learning methods not only appears to lend themselves to the tech-savvy nature of the new generation of learners, but also allows students Background. The didactic approach to teaching physiology in our university has traditionally included the delivery of lectures to large groups, illustrating concepts and referencing recommended textbooks. Importantly, at undergraduate level, our assessments demand a level of application of physiological mechanisms to recognised pathophysiological conditions. Objective. To bridge the gap between lectured material and the application of physiological concepts to pathophysiological conditions, we developed a technological tool approach that augments traditional teaching. Methods. Our e-learning initiative, eQuip, is a custom-built e-learning platform specifically created to align question types included in the program to be similar to those used in current assessments. We describe our formative e-learning system and present preliminary results after the first year of introduction, reporting on the performances and perceptions of 2nd-year physiology students. Results. Students who made use of eQuip for at least three of the teaching blocks achieved significantly better results than those who did not use the program (p=0.0032). Questionnaire feedback was positive with regard to the administration processes and usefulness of eQuip. Students reported particularly liking the ease of access to information; however, <60% of them felt that eQuip motivated them to learn. Conclusion. These results are consistent with the literature, which shows that students who made use of an online formative assessment tool performed better in summative assessment tasks. Despite the improved performance of students, the questionnaire results showed that student motives for using online learning tools indicated that they lack self-directed learning skills and seek easy access to information.

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Section: Discussionmentioning

confidence: 68%

An online formative assessment tool to prepare students for summative assessment in physiology

Kerr

Muller

McKinon

et al. 2016

AJHPE

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“…Using technology to publish feedback Sending tutors' comments electronically (Bloxham and Boyd 2007;Crossouard and Pryor 2009;Denton 2001aDenton , 2001bDenton , 2003Denton et al 2008;Gipps 2005;Irons 2008) is an effective and simple means of communicating formative feedback to students, and can enhance the way in which students receive and engage with feedback. This may be feedback on an individual or group piece of work, or feedback generic to an entire student cohort on a module.…”

Section: Resultsmentioning

confidence: 99%

“…However, despite their formative nature, the results of these tests may contribute towards a summative grade, and are therefore initially made available as a single attempt to generate the grade, and subsequently made openly available at the end of the module to aid revision. The use of commercial software products can deliver detailed formative feedback for each individual question, or specifically tailored to a particular response, more efficiently than is possible with traditional assessment (Brown, Bull, and Race 1999;Bull and McKenna 2004;Gipps 2005), and students favour the immediacy of such feedback as it keeps the activity and result closely connected, meaningful and current (Charman 1999;Denton et al 2008). Peat and Franklin (2002) describe the development of various online computer-based assessment components (including the use of weekly quizzes, mock examinations and self-assessment modules) and how students respond to these changes, while Hornby (2005) discusses the efficiencies afforded by the use of automated computer assessment in allowing students to take control of their learning and self-assess.…”

Section: Computer-assisted Assessmentmentioning

confidence: 99%

Using technology to encourage student engagement with feedback: a literature review

Hepplestone¹,

Holden²,

Irwin³

et al. 2011

Research in Learning Technology

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This article presents a review of the literature over the past 10 years into the use of technological interventions that tutors might use to encourage students to engage with and action the feedback that they receive on their assessment tasks. The authors hypothesise that technology has the potential to enhance student engagement with feedback. During the literature review, a particular emphasis was placed on investigating how students might better use feedback when it is published online. This includes where an adaptive release technique is applied requiring students to submit an action plan based on their feedback to activate the release of their grade, and electronic generation of feedback using statement banks. Key journals were identified and a snowball technique was used to select relevant literature. The use of technology to support and enhance student learning and assessment is well documented in the literature, and effective feedback practices are similarly well published. However, in terms of the use of technology to support and enhance feedback processes and practices (i.e. production, publication, delivery and students making use of feedback through technology), we found the literature to be limited.

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“…A survey of the literature examining the use of technology as a feedback mechanism offers strong support for the assertion that technology can be effective at engaging students in a process of productive learning [15][16][17][18][19][20]. It is noted that students view electronic feedback as superior; a Mann-Whitney analysis of the satisfaction ratings point to four ways that the feedback was improved by electronic delivery.…”

Section: Computer-mediated Feedback Deliverymentioning

confidence: 99%

Enhancing Educational Opportunities with Computer-Mediated Assessment Feedback

Tuffley

Antonio

2015

Future Internet

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Abstract:As internet technologies make their way into developing areas, so too does the possibility of education and training being delivered to the people living in those previously unserved areas. The growing catalogue of free, high quality courseware, when combined with the newly acquired means of delivery, creates the potential for millions of people in the developing world to acquire a good education. Yet a good education obviously requires more than simply delivering information; students must also receive high quality feedback on their assessments. They must be told how their performance compares with the ideal, and be shown how to close the gap between the two. However, delivering high quality feedback is labor-intensive, and therefore expensive, and has long been recognized as a problematic issue by educators. This paper outlines a case study that uses a Learning Management System (LMS) to efficiently deliver detailed feedback that is informed by the principles of best practice. We make the case that the efficiencies of this method allow for large-scale courses with thousands of enrolments that are accessible to developing and developed areas alike. We explore the question; is computer-mediated feedback delivery efficient and effective and might it be applied to large-scale courses at low-cost?

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What is the role for ICT‐based assessment in universities?

Cited by 83 publications

References 10 publications

An online formative assessment tool to prepare students for summative assessment in physiology

An online formative assessment tool to prepare students for summative assessment in physiology

Using technology to encourage student engagement with feedback: a literature review

Enhancing Educational Opportunities with Computer-Mediated Assessment Feedback

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