Learning from their mistakes - an online approach to evaluate teacher education students\u27 numeracy capability

Teachers’ numeracy capability is essential for student learning in the classroom and important across all subject areas, not only within mathematics. This study investigated the use of online diagnostic tests as a form of assessment for learning, to evaluate and support teacher education students (TES) in developing their numeracy skills. Data was collected using the “Test” feature through the Blackboard learning management system at two Australian universities. In this paper, we report on trends amongst TES who showed growth in their numeracy capability through the repeated use of the diagnostic test

An investigation into the use of e-assessment to support student learning

Interactive computer-marked assessment has been incorporated into a range of science courses at the UK Open University. Different question types have been used, but all allow students multiple attempts so as to enable them to act on the feedback provided. An investigation is exploring the effectiveness of different question types and the impact of the way in which computer based assessment sits within the course's assessment strategy and whether it has summative, purely formative or diagnostic function. Qualitative and quantitative research methodologies include an analysis of data captured when students attempt the online questions. Characteristically different signatures of use have been identified for summative and purely formative interactive computer marked assignments. However there have been some surprises, indicating that student behaviour can be strongly influenced by their interpretation of advice given within a course and illustrating the need for further work in this are

Constructing Assessment: An Investigation into the Effectiveness of Online Diagnostic Tests to Assess Linguistic Competence

This research analyses the creation and use of online diagnostic tests to assess the linguistic competence of students at City University London. It examines the choices and approaches to designing this type of test and the effectiveness of the whole assessment process. Moreover, it highlights the importance of creating assessments testing the way learners mainly construct their knowledge regardless of the discipline or subject assessed. Finally the study recommends for the design of online assessments not to be led by the technology but to test the approaches learners use to map their own knowledge

Rating the Suitability of Responsible Gambling Features for Specific Game Types: A Resource for Optimizing Responsible Gambling Strategy

A Delphi based study, rated the perceived effectiveness of 45 responsible gambling (RG) features in relation to 20 distinct gambling type games. Participants were 61 raters from seven countries,including responsible gambling experts (n = 22), treatment providers (n = 19) and recovered problem gamblers (n = 20). The most highly recommended RG features could be divided into three groups 1) Player initiated tools focused on aiding player’s behaviour 2) RG features related to informed-player-choice 3) RG features focused on gaming company actions. Overall, player control over personal limits were favoured more than gaming company controlled limits, although mandatory use of such features was often recommended. The study found that recommended RG features varied considerably between game types, according to their structural characteristics. Also,online games had the possibility to provide many more RG features than traditional (offline games). The findings draw together knowledge about the effectiveness of RG features for specific game types. This should aid objective, cost-effective, evidence based decisions on which RG features toi nclude in an RG strategy, according to a specific portfolio of games. The findings of this study will be available via a web-based tool, known as the Responsible Gambling Knowledge Centre (RGKC)

Conversion of a mathematics course to CAL: A case study of a large‐scale rapid change of resources and organization

During 1994–95, first‐year maths for the BTechEd degree at the University of Glasgow was student‐centred, teacher‐supported A modular online maths course replaced a traditional, lecture‐based course. Students worked at their own pace, with timetabled and open access computer classes and/or paper handbooks. The course was evaluated by open‐ended measures, and study of examination outcomes, providing us with some pedagogical questions and some recommendations for change. With some adaptation, and with important questions still open, the new course will continue to run

On-line assessment for e-learning: options and opportunities

The desire to produce educational multi-media packages of ever greater sophistication is such that other, more problematic, elements of e- or on- line learning receive less attention by academics and courseware developers alike. One such problematic area is that of assessment, which is surprising, as e-learning assessment procedures are more critical in defining the learning that takes place. However, because e-learning can create a much richer, more varied active learning experience than would normally occur via the passive didactic teaching mode currently utilised in most universities and centred on the use of the lecture, it also has the potential to provide new and innovative assessments modes and systems. The extent to which the potential of innovatory assessment is realised via e-learning depends on two factors. First, the level of computer component and interactivity utilised in elearning. Second, the attitude of academic staff towards their teaching role, and, more specifically, how they operate within an elearning environment. The speed of the development in online technologies and techniques is such that the information given here will not provide all the answers, it should, nevertheless, enable some of the correct questions to be pose