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Rethinking assessment through learning technologies

By Joanne Bull, Gráinne Conole, Hugh C. Davis, Su White, Myles Danson and Niall Sclater

Abstract

No full text available from the Leicester Research Archive (LRA).development activities and discusses how CAA is enabling a rethinking of broader\ud learning, teaching and assessment strategies. It includes four mini case studies\ud which illustrate the diverse range of activities in this area. The first mini case study\ud describes a review of the work of the CAA centre in the UK and a description of its\ud impact across the sector, the second outlines the development of a test bank of CAA\ud questions across a subject domain, discussing some of the key issues encountered by\ud the project, particularly in terms of quality assurance aspects. The third describes a\ud strategic institutional implementation of CAA and the way in which this has been\ud achieved and finally the fourth mini case study looks to future developments in\ud terms of CAA research and is an outline of a project which is developing a suite of\ud freely available software to create, store, exchange and deliver assessment content.\ud These mini case studies illustrate the ways in which CAA has developed and\ud matured - moving from being a peripheral to a central part of the learning and\ud teaching process. The paper describes some of the successes and failures of\ud developing and implementing CAA systems. Evaluation of these activities has\ud revealed insights about the potential of CAA, as well as identifying a number of\ud issues concerning the future development of CAA and role of funded projects. The\ud conference presentation will complement this and provide further in depth analysis\ud of the results

Topics: Computer Assisted Assessment, Evaluation, Implementation, Development, Questionbanks
Publisher: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)
Year: 2002
OAI identifier: oai:lra.le.ac.uk:2381/9868
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