Computer assisted formative assessment: supporting students to become more reflective learners

e-Assessment is being advocated in the UK as our way of introducing a more personalised learning agenda throughout the Higher Education sector. This paper discusses the findings from two projects where formative e-assessment has contributed to students taking more control of their own learning. One study set out to provide further insights into the role of electronic formative assessment and to point the way forward to new assessment practices, capitalising on a range of open source tools. The guiding vision was to pilot a series of formative assessments which have the potential to help shape learners as independent thinkers, making their own judgements and decisions about their learning in partnership with their peers and tutors. Other work consisted of evaluating a series of formative assessments given to Philosophy students. Lessons have been learned about the type of feedback that instructors and students think will be most useful and how using theis type of application promotes self reflection. The research reported here starts to illustrate how technology can be adapted to become more 'fit for pedagogical purpose?. The feedback offered by these systems encourages learner metacognition and aims to empower students to reflect and become independent thinkers. This approach sits well within a constructivist paradigm which has often been less well served in the past through formal summative assessment which is not an integral part of the knowledge construction process

Accelerating the assessment agenda: thinking outside the black box

Over the last 10 years, learning and teaching in higher education have benefited from advances in social constructivist and situated learning research (Laurillard, 1993). In contrast, assessment has remained largely transmission orientated in both conception and in practice (see Knight & Yorke, 2003). This paper examines a number of recent developments, which exhibit innovation in electronic assessment developed at the UK's Open University. This paper argues for the development of new forms of e-assessment where the main driver is that of sound pedagogy rather than state of the art technological know-how and where open source products can move the field forward

The Bing-Borsuk and the Busemann Conjectures

We present two classical conjectures concerning the characterization of manifolds: the Bing Borsuk Conjecture asserts that every $n$-dimensional homogeneous ANR is a topological $n$-manifold, whereas the Busemann Conjecture asserts that every $n$-dimensional $G$-space is a topological $n$-manifold. The key object in both cases are so-called {\it generalized manifolds}, i.e. ENR homology manifolds. We look at the history, from the early beginnings to the present day. We also list several open problems and related conjectures.Comment: We have corrected three small typos on pages 8 and

Detecting codimension one manifold factors with the piecewise disjoint arc-disk property and related properties

We show that all finite-dimensional resolvable generalized manifolds with the piecewise disjoint arc-disk property are codimension one manifold factors. We then show how the piecewise disjoint arc-disk property and other general position properties that detect codimension one manifold factors are related. We also note that in every example presently known to the authors of a codimension one manifold factor of dimension $n\geq 4$ determined by general position properties, the piecewise disjoint arc-disk property is satisfied

Developing a Roadmap for e-Assessment: Which Way Now?

e-Assessment is of strategic importance to the UK since it forms an integral part of the e-learning movement which is a major global growth industry. This paper reports results from a project commissioned by JISC which set out to develop a Roadmap for e-assessment. This methodological approach was drawn from a range of 'roadmap? methodologies collected by Glenn and Gordon (2003). It facilitated the identification of the enabling factors and barriers to the use e-assessment through the construction of a survey which probed a number of experts opinions. The analysis of the various sources suggest that in England and Wales it is policy pressure which is a main driver and it is affecting more of the FE sector than the HE sector. In the HE sector institutions have more control over the rate and uptake of e-assessment as they award their own degrees. However, there is a recognition in HE that with larger classes and less tutorial time, tutors can keep track of their students? progress through e-assessment systems. They can adjust their lectures accordingly after they have picked up the misconceptions of a cohort through e-assessment feedback. At a personal level teachers/enthusiasts are addressing pedagogical problems through e-assessment. The barriers identified at a superinstitutional level, for example the . DfES, funding bodies, and examining bodies, are that of regulation, confidentiality and testing of these systems before they go across the UK. While the main drivers at a superinstitutional level are to move towards a new generation of learners engaged in self-reflection who will be able to identify their own learning needs. One of the major drivers for institutions to adopt e-assessment practices is that of student retention. HE and FE also see benefits with respect to attendance and achievement. This paper outlines the methods used and describes key barriers which will have to be overcome if e-Assesment is to be effectively deployed across UK HE and FE sectors