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Computer-Assisted Assessment (CAA)

Computer-Assisted Assessment (CAA). Bob Rotheram Reader in ALT Office of PVC (ALT). Session outline. Review CAA demo CAA in your discipline? Question-setting (presentation) Question-setting and shredding (exercise) Uploading questions Where next?. Did you do your homework?.

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Computer-Assisted Assessment (CAA)

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  1. Computer-Assisted Assessment (CAA) Bob Rotheram Reader in ALT Office of PVC (ALT)

  2. Session outline • Review CAA demo • CAA in your discipline? • Question-setting (presentation) • Question-setting and shredding (exercise) • Uploading questions • Where next?

  3. Did you do your homework? • Tried this CAA demo? http://questionmark.ntu.ac.uk/q/open.dll?SESSION=5130550928567055&NAME=x&GROUP=x • Comments? • wording of questions? • feedback? • anything else?

  4. Summative assessment Diagnostic tests Formative tests Informal quizzes Revision aid Convey what social policy is Individual questions v. flexible, ‘granular’, ‘learning objects’: insert into lectures gather further info via web links preparation for classes … Some uses for demo

  5. Computer-assisted assessment • Much ‘up-front’ effort needed • Best where: • large numbers of students on introductory courses • questions have long ‘shelf-life’ • teams can produce shared question banks

  6. CAA in your discipline • Use? • Potential/advantages? • Limitations/disadvantages?

  7. Writing questions • Pritchett N, (1999), “Effective question design” – in Brown S, Race P and Bull J, Computer-Assisted Assessment in Higher Education, London, Kogan Page • Bull J and McKenna C, 2001, Blueprint for Computer-Assisted Assessment: esp. Chapter 3 and Appendix I

  8. Bloom’s Taxonomy (1956) • knowledge • comprehension • application • analysis • synthesis • evaluation

  9. Some question types • multiple-choice • multiple response • text match response/fill in the blank • true/false, yes/no • Likert scale • numeric • essay

  10. Knowledge-testing questions • What word means the same as…? • What is the most important difference between…? • Which one of the following sequences shows the correct order of…? • What are the major classifications of…? • Which method is the most useful for…? • What evidence best supports the theory of…?

  11. Comprehension-testing questions (if not taught or discussed) • Which one of the following is closest in meaning to the term…? • The statement ‘…’ means that… • (Various facts are presented.) Which of the reasons listed below best explains this?

  12. Feedback: minimum • statement on whether chosen option correct or not; • (if incorrect) statement giving correct answer and why correct; • clear up possible misunderstanding about wrong choice; • source of info on correct answer; • language clear and not discouraging.

  13. Follow up later • Read ‘Blueprint’, Ch.3 + Appendix I • See more examples of CAA, e.g.: • Questionmark Perception: http://www.questionmark.com/uk/tryitout_college_university.htm • Hot Potatoes, inc. tutorials: http://hotpot.uvic.ca

  14. Now • Write two questions + feedback • ‘Shred’ questions

  15. Upload questions • To WebCT development server at: • http://zirconia.lmu.ac.uk:8900/webct/public/home.pl • What next?

  16. Contact me • Bob Rotheram: • Office: Room 205, Old School Board • Email: b.rotheram@leedsmet.ac.uk • Mobile: 07824 482506 • Office phone: 0113 283 2600 ext. 29045

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