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Strategies for engaging students in computer based assessment – Stage 1, Taking stock

Strategies for engaging students in computer based assessment – Stage 1, Taking stock . Joanne Smailes Northumbria University. Computer Aided Assessment (CAA). First became interested in mid 1990’s Question Mark But.. Large numbers Admin by Academic However…

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Strategies for engaging students in computer based assessment – Stage 1, Taking stock

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  1. Strategies for engaging students in computer based assessment – Stage 1, Taking stock Joanne Smailes Northumbria University

  2. Computer Aided Assessment (CAA) • First became interested in mid 1990’s • Question Mark But.. • Large numbers • Admin by Academic However… • Blackboard VLE introduced in 2000/01

  3. Background – Year 1 • Formative use only – revision • Well Received • Only 25% of class made use of tests • Around examination period

  4. Background – Year 2 • Used for one summative component • Technical problems experienced with • restricting to one attempt only • using a timer • Well received

  5. Year 3 2002/03 • Linked to set text. • 10 chapters – 10 quizzes. • Formative objective but… • 3 tests randomly selected for summative mark.

  6. Academic Enquiry Based on… • Revival of interest in formative assessment • Students now expect fast and direct feedback • Elearning environment overcomes reduced staff-student contact • Students can address current “deficiencies”

  7. However… CAA is associated with Surface Learning Genuine understanding Stimulating Challenge DEEP Getting by Fighting against boredom SURFACE Good Marks Game Playing ACHIEVEMENT

  8. Reviewing Year 3 • Feedback Instruments • Three part questionnaire • Group feedback analysis (GFA) • Questionnaire • Response rate 62% • Even gender split • 30% students overseas (mainly China) • GFA • Three occasions 18 students • Even gender split • Around one-half overseas

  9. Questionnaire Results Three main themes emerged… • Technology • Feedback • Separating formative & summative plus • Observation on Approaches to learning

  10. Technology • No operational problems found • Site Access Requested.. • Better access from home

  11. Feedback • Design carefully considered • Friendly and simple • Focussed on task (hint and tips) • No feedback if correct • Grades given • Very positive comments received throughout • Further suggestion made • Page references • Detailed working • Review common mistakes

  12. Formative vs Summative • Feedback including correct answers • Time Limit • Multiple attempts • Make all quizzes summative • Question/ Quiz weighting

  13. Mix15% Deep 20% Surface 30% Achievement 35% Approaches to learning CAA 75% 10% General

  14. BM118 Final Results 2002/03 results only became available after paper submission

  15. Conclusions • Institutions need to consider home access to elearning materials • Asynchronous as well as immediate feedback • Removal of Summative element? • Blended assessment – rethink CAA and learning approaches?

  16. Questions welcomed Email: joanne.smailes@unn.ac.uk

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