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E- ASSESSMENT Why use it .. whatever it is?

E- ASSESSMENT Why use it .. whatever it is?. Phil Davies School of Computing University of Glamorgan. Definitions E-Assessment. E ? False assumption E lectronic ---- E ASY Assessment ? What do student know? Judging? Grading? Means of Learning FEEDBACK. Types of Assessment. Formative

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E- ASSESSMENT Why use it .. whatever it is?

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  1. E- ASSESSMENTWhy use it .. whatever it is? Phil Davies School of Computing University of Glamorgan

  2. DefinitionsE-Assessment • E ? • False assumption Electronic ---- EASY • Assessment ? • What do student know? Judging? Grading? • Means of Learning • FEEDBACK

  3. Types of Assessment • Formative • Ask a question • Get an answer • Are they right .. Tell them • Explainative • Summative • whatever you answer will be judged / graded • Can Formative / Summative Mix?

  4. Objective / Subjective Testing • Objective • Right or wrong … True of False .. Multiple Choice Questions • Subjective • Opinion …. Personalised … Essays • Can they be Mixed?

  5. On-Line Assessment & Learning … OLAL • Level Two Degree .. Computer Communications & Networks • Failures High … Programming to Demonstrate .. Technical Subject .. Essay-type answers in examinations • Assess .. “Knowledge” “Understanding” “Learning Outcomes” …. Directed

  6. The First Test • 40 Questions / Formative • Time Consuming / Difficult to create sensible distractors / Rocket Science • I thought … Average 1 minute per question • Actual … all finished in ten minutes … apart from one who took 50 minutes • Why? No reason to think

  7. On Line Assessment & LEARNING • Four Tests • Weeks 3,6,9,12 = 5%, 10%, 15% 20% • Cumulative • Two Passes of SAME test • Learning .. Short term? • Slowed Down .. Thought about WHEN WRONG .

  8. But that is just lowering standards!!! Need Exams • Week 13/14 of a 15 week module • 20 Key Points per Module • Five Examination Questions • 25% of Module Assessed • Answer 3 Out of 5 Questions • 15% of Module Assessed • 40% Pass Mark … 60% WRONG • Feedback …. Learning !!!

  9. Proper Essays Needed !!! • E.H.F.F • Excessive Help From Friends • Assess group of students not individual • Photocopying of Assignments • Anonymity Removes Grouping • Formative => FEEDBACK???

  10. What about Subjective? • Essays • Marking / Feedback ??? • Computerised Assessment by Peers • Computerised Assessment with Plagiarism • Use students to mark and give feedback

  11. C.A.P. results • Students learn from marking peers >80% • Find good links to help them • Copy good practice .. Future work • Learn from explanations at their level • Aim future work at marker .. Know what is needed • Higher level skills .. Analysis / Evaluation

  12. Integration Objective & Subjective • Essay • Multiple choice based on essay content • Mark peer work • Multiple choice based on essay content • Reason for marking in a diligent manner • Marks for Marking

  13. Problems • Standards in comments (honest!!) • Range of marks .. Expectations • “I had a low mark because my markers had higher expectations than I did” • “Didn’t know what to look for...” • Can C.A.P. system .. E … get round these problems

  14. Standard of expectation • Average over or under mark from median … compensation factor • Run application to modify marks • Compensated mark becomes actual mark put forward for assessment • Accepted • Use as a statistical judge of marking process

  15. Use C.A.P. to encourage learning at level one, or is it plagiarism? • Essay one 5% essay + 5% for marking • Essay two 5% essay + 5% for marking • Essay three 5% essay + 5% for marking • ESSAY FOUR … TUTOR MARKED .. 40% .. COMPOSITE OF ESSAYS 1,2 & 3 • Pass rate / learning outcomes / learn / content & style • 30% Objective MCQ

  16. Level Three .. Higher Order • Self-Assessment • Standard of Expectation • Peer-Assessment • Reflective Self-Assessment • Marks for Marking using Standard of Expectation for statistical purposes • 96% trusted or identified via reflective self-assessment within 10%

  17. Problems • Feedback varies • Judgment both on comments and statistical • Tim “nice but dim” • “why did you give me 3/10” • “what do you mean by” • “But I did include this, you missed it” • ANONYMOUS

  18. If subjective testing is “sorted”, what about objective? • In the recent World cup qualifier between England and Greece, who scored the all important equalizing goal? • David Beckham • Victoria Beckham • Brooklyn Beckham

  19. Rewards? • Know it • On the tip of my tongue • Deduce • Guess • Know it … oh no I’ve got it wrong

  20. E-Assessment • Need tools … fairly cheap …. ME!! • Could use MLE’s MCQ environment • Anonymous email • MUST know why you are doing it • What will YOU and the STUDENTS GAIN? • E = EASY Assessment = LEARNING

  21. Quality of a multiple choice question? • In the recent World cup qualifier between England and Greece, who scored the all important equalizing goal? • Teddy Sheringham • Michael Owen • Robbie Fowler • QUALITY OF QUESTION NOT DISTRACTORS

  22. C.P.A.S.S • “My exam results are useless because the students can’t write essays” • “Where are they taught how to write essays for technical answers?” • “Expect them at level three to be able to write essays” • CPASS .. Practice answering exam type questions

  23. Modified Quotes • … the most important thing we do for our students is to provide an assessment environment, so that their work is assessed in a qualitative, formative and trusted manner, whilst facilitating student learning. • ….. good tutors are guides who help their students to dispense with their services both as teachers and assessors

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