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Computer Based Assessment
The only way learners can really
know whether they have understood the concepts they have studied is by
trying to apply those concepts, ie through some form of self assessment.
Instructors too need to gauge learner understanding of course content
in order to tailor review and revision activities and ultimately to award
certification.
Computers are very efficient at administering a wide range of assessment
types, eg multiple choice, multiple answer, numerical and short answer
questions. Short answer questions require a word or short phrase as an
answer and are marked by pattern-matching learner input against required
answer(s).
Questions may be drawn randomly from question banks according to pre-defined
criteria. Similarly, question parameters may be randomly generated at
run-time.
The result is that learners may take the “same” test repeatedly,
but each time be presented with different questions. Thus the memorization
of techniques, rather than answers, is encouraged.
In assessed tests each learner is presented with a different set of questions,
but covering the same topics and of equivalent difficulty. Thus peering
over a neighbour’s shoulder is no longer beneficial.
Results may be analysed in a variety of ways. Instructors can not only
see which learners are performing best but also which questions and topics
are causing most problems. Thus later activities can be designed to address
these deficiencies.
To encourage maximum use of self assessments instructors may wish to
design tests so that individual results are not stored, or are only stored
on an anonymous basis.
Computer based assessment can (in the long run) save instructor’s
time. Creating questions for computerized delivery can be time consuming,
though probably no more so than for traditional tests. The benefits come
from the fact questions may be shared and re-used in different contexts,
and can be marked automatically.
From the learner’s perspective automatic marking means instant
feedback which can be absorbed and acted upon while questions are still
fresh in the mind. Feedback need not be limited to displaying the correct
answer, it can contain hyperlinks to more detailed explanatory material.
Those weaker learners who are disinclined to alert their instructors
to their difficulties can use computer based assessment both to identify
problem areas and to independently locate remedial resources.
Two leading Computer Based Assessment software producers are Questionmark and Respondus.
AiM
Assessment in Mathematics is an excellent example of an open
source model of computer-aided assessment.
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