using learning technology to design and administer student assessments catherine kane centre for...
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Using Learning Technology Using Learning Technology to Design and Administer to Design and Administer Student AssessmentsStudent Assessments
Catherine Kane
Centre For Learning Technology, CAPSLRef: http://www.ion.uillinois.edu
Why would we use online Why would we use online assessmentassessmentTo Assess progress – outcomes are
met To encourage progress and learningTo give instructor feedback to our
studentsTo encourage student-to-student
collaboration (group work)To encourage student-teacher
collaboration
Pre course assessmentPre course assessmentThis can identify the entry level
of our students before we start a module
Help us identify and focus on particular needs in the class
Establish a base line to measure against after the module has been delivered
Assessment during the Assessment during the coursecourseGives an opportunity to correct
any misconceptions through feedback
Can identify gaps in the learning and areas to focus on
Can identify appropriate times for moving on
Re-enforces course outcomes
Final AssessmentFinal AssessmentMeasures student learning
◦Have the outcomes been achieved?Helps direct further instructionPrepares for the application of
knowledge
Using TechnologyUsing TechnologyCan deliver, grade and analyze
assessmentRecord and report on
achievementFacilitate learning by using built
in feedbackCan develop a collaborative
approach to assessment
AdvantagesAdvantages Detailed and Immediate feedback Any time any where Automatic score recording and release More frequent assessment Self Assessment Time saving (once in place) Use of extended media e.g. Graphics and
multimedia Ongoing statistics to improve quality Randomization of question and answers (reduce
cheating) Grading not prone to human error Can provide hints and grade accordingly Variety of question types Collaboration
DisadvantagesDisadvantagesCheating?Technology ProblemsTechnology SkillsTime and Commitment setting it
up
Controlling CheatingControlling CheatingUse a system that requires user id
and passwordHave frequent assessments and
make them worth only few pointsMake assessments available in a
controlled labDevelop a large enough pool of
questions that you can draw from it at random
Randomize answers within questionsUse question setsRequire group collaboration
Question TypesQuestion TypesTrue-False
◦Easy to construct◦Guessing will be 50% correct◦Hard to test gray areas◦Easy to grade
Matching◦Suited to associational knowledge◦Minimizes guessing◦Recognition rather than recall◦Can have more than one correct answer◦Easy to grade
Question TypesQuestion TypesMultiple Choice
◦Can be hard to write◦Reduces guessing◦Can provide diagnostic information ◦Less effective for higher order
thinking◦Easy to grade◦Can be more than one correct
answer
Question TypesQuestion TypesShort Answer
◦Easy to write◦Eliminates guessing◦Recall over recognition (memorization)◦Can be difficult to grade◦Case sensitive/insensitive e.g. (NaCl –
not NACL)Essay
◦Can provide in-depth assessment◦Eliminates guessing◦Good for higher level thinking◦Difficult to grade