Colinet, Dominique

Kummert, Jean

Lepoivre, Philippe

One of the primary goals of formative assessment is to give informative feedback to the learner on their progress and attainment of the learning objectives. However, when the student/tutor ratios are large, effective and timely feedback is hard to achieve. Many testing systems have been developed that use multiple choice questions (MCQ), which are easy to mark automatically. MCQ tests are simple to develop and administer through Web-based technologies (browsers, Internet and Web servers). One of the principal drawbacks of current systems is that the testing format is limited to MCQ and general questions requiring free responses are not included because marking cannot be easily automated. Consequently, many learning tasks, such as the correctness and style of solutions to programming problems, cannot be assessed automatically. Our approach is a hybrid system combining MCQ testing with free response questions. Our system, OASYS, marks MCQs automatically and then controls the anonymous distribution of completed scripts amongst learners for peer assessment of free response answers. We briefly describe the design and implementation of OASYS, which is built on freely available technologies. We present and discuss findings from a case study which used OASYS for 240 students taking a programming class involving four assessed programming laboratories in groups of approximately forty student

Bhalerao, Abhir

Ward, Ashley

Warwick Research Archives Portal Repository

English

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ALT Open Access Repository

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Issues of partial credit in mathematical assessment bycomputer',

Promoting peer assisted learning amongst students in higher and further ducation',

Open Repository and Bibliography - Liège

Virus Research

The Nucleotide Sequence And Genome Organization Of The Whitefly Transmitted Sweetpotato Mild Mottle Virus: A Close Relationship With Members Of The Family Potyviridae

Introduction  Formative assessment plays an important role in teaching by motivating learners and providing feedback on the achievement of learning objectives to both students and tutors. However, formative assessment is confounded by large student/tutor ratios, which is an inevitable consequence of resource constraints in publicly funded higher education today. Indeed, for formative assessment to be effective, the feedback to the learner must be:  .  timely,  .  specific to the individual, and  .  discursive.  For example, returning the marked scripts of a class test late and then only giving a summative grade completely defeats these aims. However, to be able to give individualised discursive comments on a script and return it back to the learner in a reasonable length of time is only possible if the student/tutor ratio is low. Ideally, if resources are available and scripts are multiply marked, this would give students greater confidence in the validity of the grade and comments.  

Abhir Bhalerao

Ashley Ward

CiteSeerX

Towards Electronically Assisted Peer Assessment: A Case Study

D. Colinet

J. Kummert

P. Lepoivre

Allison

Atreya

Badge

Barnett

Brunt

Carrington

Colinet

Devereux

Domier

Dougherty

Fang

Frohman

Gough

Götz

Higgins

Hollings

Johansen

Kashiwazaki

Koonin

Lain

Mavankal

Meyer

Moyer

Nicolas

Robaglia

Sambrook

Shukla

Vance

Verchot

Crossref

The nucleotide sequence and genome organization of the whitefly transmitted sweetpotato mild mottle virus: a close relationship with members of the family Potyviridae

http://wrap.warwick.ac.uk/61168/9/WRAP_Bhalerao_ward_altj_9.pdf

The Nucleotide Sequence And Genome Organization Of The Whitefly Transmitted Sweetpotato Mild Mottle Virus: A Close Relationship With Members Of The Family Potyviridae

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