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Phil Davies School of Computing University of Glamorgan

Phil Davies School of Computing University of Glamorgan. Who Learns From Using Continuous C.A.A.?. The Evils of Higher Education. Students Numbers (Quantity NOT Quality) Marking Time Consuming / Subjective NOT Objective Innovation … Reduction in Standards!!! Assessment

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Phil Davies School of Computing University of Glamorgan

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  1. Phil DaviesSchool of ComputingUniversity of Glamorgan Who Learns From Using Continuous C.A.A.?

  2. The Evils of Higher Education • Students • Numbers (Quantity NOT Quality) • Marking • Time Consuming / Subjective NOT Objective • Innovation … Reduction in Standards!!! • Assessment • Exams (% of course) C/Works EHFF • Web • EHFWWW

  3. What types of C.A.A. to use? • Multiple Choice Questions ( 1 from 3) • Fill in missing words • Select two out of five • Ordering Answers by correctness • Best choice out of answers • Commercial Products “Management”

  4. Require “Balanced” Assessment Process Subjective and Objective Testing Objective: Multiple Choice (60%) On Line Assessment and Learning Subjective: Essay / Report (40%) Computerised Assessment and Plagiarism/ by Peers

  5. On Line Assessment and Learning • One Question / One correct solution with two distracters • Timer per Question • Negative For Incorrect Solution (-1) • Formative • Two Passes • Summative Tests 5% 15% 15% 25%

  6. AVERAGE RESULTS FROM OLAL TESTS

  7. Weaker Students Improvement

  8. Stronger Students Improvement

  9. C.A.P. PEER-ASSESSMENT • Create report • Include all web sources • Email in report ( marks) • Perform On-line MCQ Test ( marks) • Perform Peer Assessment (C.A.P.) (marks) • Perform On-line MCQ Test (marks) • Feedback !!!!!!

  10. FEEDBACK • Students “wanted to know!!!” name of markers • Students wouldn’t accept comments of peers • Wide range of marking • Average out marks • Email in complaints to highlight problems

  11. Compare Report Results with MCQ Tests

  12. Comparison of Report to MCQ Tests after CAP Process

  13. CONCLUSIONSWho really learns from CAA? • Trend … Weaker students achieve statistical benefit • Stronger students provide a service in peer assessment • Self Belief .. Non-Statistical • Who really learns / benefits • TUTOR … Feedback / Work Load

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