Location of Repository

Implementation of computer assisted assessment: lessons from the literature

By Gavin Sim, Phil Holifield and Martin Brown

Abstract

This paper draws attention to literature surrounding the subject of computer-assisted assessment (CAA). A brief overview of traditional methods of assessment is presented, highlighting areas of concern in existing techniques. CAA is then defined, and instances of its introduction in various educational spheres are identified, with the main focus of the paper concerning the implementation of CAA. Through referenced articles, evidence is offered to inform practitioners, and direct further research into CAA from a technological and pedagogical perspective. This includes issues relating to interoperability of questions, security, test construction and testing higher cognitive skills. The paper concludes by suggesting that an institutional strategy for CAA coupled with staff development in test construction for a CAA environment can increase the chances of successful implementation

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: Taylor and Francis Ltd
Year: 2004
DOI identifier: 10.1080/0968776042000259546
OAI identifier: oai:generic.eprints.org:608/core5

Suggested articles

Preview

Citations

  1. (2001). A briefing on key concepts formative and summative, criterion and norm-referenced assessment (York, LTSN Generic Centre).
  2. (2000). A linguistic perspective on multiple choice questioning, doi
  3. (2001). A note on multiple choice exams, with respect to students’ risk preference and confidence, doi
  4. (2002). A practical look at delivering assessment to BS7988 recommendations,
  5. (1999). A secure on-line submission system, doi
  6. (2004). A survey of assessment methods employed in UK higher education programmes for HCI courses,
  7. (2002). A taxonomy for computer-based assessment of problem solving, doi
  8. (2001). A taxonomy for learning, teaching, and assessing. A revision of blooms taxonomy of educational objectives
  9. (2002). Accessibility and computer-based assessment: a whole new set of issues? in:
  10. (2002). Allowing for guessing and for expectations from the learning outcomes in computer-based assessments,
  11. (1999). Alternative marking schemes for on-line multiple choice tests,
  12. (2002). An XML question bank using Microsoft Office,
  13. (2002). Assessing activity-based learning for a networked course, doi
  14. (2003). Assessing the use of a new QTI assessment tool within Physics,
  15. (2003). Assessing using grade-related criteria: a single currency for universities? Assessment and Evaluation doi
  16. (2004). Assessment for learning: the Triads assessment of learning outcomes project and the development of a pedagogically friendly computer-based assessment system, in: D. O’Hare & D. Mackenzie (Eds) Advances in computer aided assessment
  17. (2002). Assessment methods in social work education: a review of the literature, doi
  18. (2003). At the coal face: experience of computer based exams,
  19. (1999). Automated essay marking for both content and style,
  20. (2001). Automated evaluation of essays and short answers,
  21. (2001). Blueprint for computer-assisted assessment (Loughborough, doi
  22. (2003). CAA in UK HEIs—the state of the art?
  23. (2003). CAA scoring strategies for partial credit and confidence levels,
  24. (2003). Careless about privacy, doi
  25. (2002). Chat as media in exams, doi
  26. Code of practice for the use of information technology (IT) in the delivery of assessment
  27. (2002). Cognitive test anxiety and academic performance, doi
  28. (2001). Comprehension and workload differences for VDT and paper-based reading, doi
  29. (2000). Computer aided assessment using WebCT,
  30. (2001). Computer assisted assessment and disabilities,
  31. (2002). Computer assisted assessment implementing CAA in FE sector in Scotland: question types (Glenrothes,
  32. (2002). Computer based assessment systems evaluation via the ISO90126 quality model,
  33. (1998). Computer-assisted assessment: suggested guidelines for an institutional strategy, Assessment and Evaluation doi
  34. (2003). Computer-based assessment: quality assurance issues, the hub of the wheel, Assessment and Evaluation doi
  35. (2002). Computer-based testing. Building the foundation for future assessments (Mahwah, Lawrence Erlbaum Associates).
  36. (2002). Computerised adaptive testing, doi
  37. (2003). Constructing accessible CBA: minor works or major renovations?
  38. (2003). Correcting computer-based assessment for guessing, doi
  39. (2000). Correcting grade deflation caused by multiple-choice scoring, doi
  40. (2000). Creating large scale test banks: a briefing for participative discussion and agendas,
  41. (2002). Designing online quiz questions to assess a range of cognitive skills,
  42. (2004). Development of computerised assessment (TRIADS)
  43. (2002). Does grading method influence honours degree classification? Assessment and Evaluation doi
  44. (2003). Electronic security is a continous process, doi
  45. (2002). Empirical prediction of the measurement scale and base level ‘Guess Factor’ for advanced computer-based assessment,
  46. (1972). Essentials of educational measurement (Englewood Cliffs, doi
  47. (2000). Evaluating the costs and benefits of Changing to CAA,
  48. (2001). Experience of using computer assisted assessment in engineering mathematics, doi
  49. (2001). Exploring the use of multimedia examination formats in undergraduate teaching: results from the fielding testing, doi
  50. (2003). Finding appropriate methods to assure quality computer-based assessment development
  51. (1998). Flexibility and the technology of computer aided assessment,
  52. (1999). Glare from monitors measured with subjective scales and eye movements, doi
  53. (2002). Improving student performance through computer-based assessment: insights from recent research, doi
  54. (2002). Introductory programming, problem solving and computer assisted assessment,
  55. (2003). Is the test constructor a facet? doi
  56. (2003). It’s pretty difficult to fail; the reluctance of lecturers to award a fail grade, Assessment and Evaluation doi
  57. (2000). Keeping the wolves from the door, wolves in sheep clothing, that is,
  58. (2002). Linking on-line assessment in mathematics to cognitive skills,
  59. (1979). MCQ: an interactive computer program for multiple-choice self testing, doi
  60. (2003). Missing paper sparks exam reprint
  61. (2001). On-line formative assessment item banking and learning support,
  62. (2003). On-line multimedia assessment for K-4 students,
  63. (2003). Online marking of essay-type assignments,
  64. (2002). Paper-based versus computer-based assessment: key factors associated with test mode effect, doi
  65. (2003). Pilot summative web assessment in secondary education,
  66. (2002). Principles of assessment
  67. (2000). Quality assurance of computer-assisted assessment: practical and strategic issues, doi
  68. (2001). Quantifying the effects of chance in multiple choice and true/false tests: question selection and guessing of answers, doi
  69. (2001). Question and test interoperability: an update on national and international developments,
  70. (1999). Recent developments in the triartite interactive assessment delivery system (TRIADS),
  71. (2002). Remote electronic examinations: student experience, doi
  72. (2001). Special Educational Needs and Disability Act 2001, http://www.hmso.gov.uk/ acts/acts2001/20010010.htm (Accessed 10
  73. (1999). Statistical modelling of multiple-choice and true/false tests: ways of considering, and of reducing, the uncertainties attributed to guessing, Assessment and Evaluation doi
  74. (1995). Students in higher education institutions 1994/95
  75. (2002). Students in higher education institutions 2001/02
  76. (1999). Students’ perception of the learning benefits of computer-assisted assessment: a case study in electronic engineering, in:
  77. (2002). Stumping e-rator: challenging the validity of automated essay scoring, doi
  78. (2003). Summary of question styles. Available online at: http://www.derby.ac.uk/ciad/ ciastyles.html (accessed 30
  79. (1956). Taxonomy of educational objectives: the classification of educational goals. Handbook 1. Cognitive domain (New York, Longman).Implementation of computer assisted assessment 225 doi
  80. (1999). Technical and security issues, in:
  81. (2003). Technologies for online interoperable assessment,
  82. (1960). Test construction (Columbus, Charles E. doi
  83. (1995). The art of assessing,
  84. (1996). The introduction of computer based testing on an engineering technology course, Assessment and Evaluation doi
  85. (1997). The legibility of screen formats: are three columns better than one? doi
  86. (1998). The use of formative quizzez for deep learning,
  87. (2002). The use of PGP to provide secure email delivery of CAA results,
  88. (1999). Theoretical foundations of multimedia doi
  89. (2002). There’s no confidence in multiple-choice testing,
  90. (2002). Towards principled practice in evaluation: learning from instructors’ dilemmas in evaluating graduate students, doi
  91. (2002). TRIADS experiences and developments. A panel discussion,
  92. (2003). User requirements of the ‘ultimate’ online assessment engine, doi
  93. (2002). Using computer aided assessment to test higher level learning outcomes,
  94. (1994). Using computer-assisted assessment: time saver or sophisticated distractor?
  95. (1997). Using computer-based tests, doi
  96. (1999). Using multimedia in large-scale computer-based testing programs, doi
  97. (2001). Wading through treacle: CAA at the University of Bristol,
  98. (2003). WebCT and online assessment: the best thing since SOAP?
  99. (2002). What factors affect students opinions of computer-assisted assessment?
  100. (1996). Writing test items to evaluate higher order thinking (Needham Heights, Allyn &

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.