Easing the transition from paper to screen: an evaluatory framework for CAA migration

Computer assisted assessment is becoming more and more common through further and higher education. There is some debate about how easy it will be to migrate current assessment practice to a computer enhanced format and how items which are currently re-used for formative purposes may be adapted to be presented online. This paper proposes an evaluatory framework to assess and enhance the practicability of large-scale CAA migration for existing items and assessments. The framework can also be used as a tool for exposing compromises between delivery mechanism and validity-exposing the limits of validity of modified paper based assessments and highlighting the crucial areas for transformative assessments

Supporting mediated peer-evaluation to grade answers to open-ended questions

We show an approach to semi-automatic grading of answers given by students to open ended questions (open answers). We use both peer-evaluation and teacher evaluation. A learner is modeled by her Knowledge and her assessments quality (Judgment). The data generated by the peer- and teacher- evaluations, and by the learner models is represented by a Bayesian Network, in which the grades of the answers, and the elements of the learner models, are variables, with values in a probability distribution. The initial state of the network is determined by the peer-assessment data. Then, each teacher’s grading of an answer triggers evidence propagation in the network. The framework is implemented in a web-based system. We present also an experimental activity, set to verify the effectiveness of the approach, in terms of correctness of system grading, amount of required teacher's work, and correlation of system outputs with teacher’s grades and student’s final exam grade

National curriculum assessments review report: 2010 key stage 2 tests

Executive summary The Office of Qualifications and Examinations Regulation (Ofqual) is the regulator of qualifications, examinations and assessments in England, and is committed to ensuring that standards are maintained and that learners get the results they deserve. We keep under review the National Curriculum assessments developed by the Qualifications and Curriculum Development Agency (QCDA), in relation to a Regulatory Framework and Code of Practice. This report presents the findings of our review of the 2010 National Curriculum key stage 2 tests, with a particular focus on the marking and standards setting processes. It considers the various meetings and other activity reviewed in 2010, and concludes as follows

Managing Language Testing in Nigerian Large Classes: Processes and Prospects

The demand for literacy in a developing country like Nigeria has multiple results such as the expansion, by leaps and bounds, of the average Nigerian classroom. This paper highlights the reasons for large classes in Nigerian secondary schools, the educational and psychological dimensions of language testing in large classes, the challenges of such classes and how they affect achievement and in the long run, the standard of education. It also tasks the proficiency levels of English Language teachers especially in the area of testing and points out new paradigms in language testing, particularly in large classes from the two perspectives of human and infrastructural development, and teacher empowerment and initiatives. The study suggests methods of improving language testing in large classes through pragmatic techniques

The assessment of complex learning outcomes

The Engineering Professors' Council (EPC) produced an output standard in 2000 containing a setof 26 generic statements of what an engineering graduate should have an ability to tackle. In addition, Higher Education (HE) is concerned with the promotion of complex or advanced understanding of subject matter. This leads to complex learning outcomes, which need to be adequately assessed. Changing demands mean changing assessment practices. While good practice is being used in many cases, there is a need to ensure assessment stimulates complex learning. The article seeks to address these issues