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Self-assessing with adaptive exercises

Self-assessing with adaptive exercises. Chye-Foong Yong & Colin A Higgins University of Nottingham. Introduction. Computer-based test Fixed response question types E.g. multiple choice, multiple response, hotspot Free response questions types E.g. essay, programming, diagrammatic

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Self-assessing with adaptive exercises

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  1. Self-assessing with adaptive exercises Chye-Foong Yong & Colin A Higgins University of Nottingham

  2. Introduction • Computer-based test • Fixed response question types • E.g. multiple choice, multiple response, hotspot • Free response questions types • E.g. essay, programming, diagrammatic • Fixed set of questions for all students • Either too easy or too difficult

  3. Introduction (cont’d) • Computerised-adaptive test • Questions of varying levels of difficulty to suit individual students’ ability • Drawback: ‘fairness’ of assessment • Thus, better as formative than as summative assessment

  4. ASAM • Stands for “Adaptive Self Assessment Master” • An extension to CourseMarker (CM) • CM has the capability to mark programming and diagrammatic questions automatically and give immediate feedback

  5. ASAM (cont’d) • Customise the questions to individual students by generating a personalised set of self-assessing questions • Multi-modal questionnaires

  6. Components of ASAM • Question bank • To store all the questions • Authoring tool • With which lecturers use to create questions and questionnaire skeletons • Student model • To store the profiles of individual students

  7. Components of ASAM (cont’d) • Assessment generating system • Which students are to log on to and to attempt the questions presented • Marking tool • To mark students’ submission and pass on the data to the student model

  8. Interaction among various components of ASAM

  9. Evaluation • With 2003/4 first year Computer Science students • In the first part/semester of the module • Two self assessments (SAs) • of mainly fixed response questions • First SA (after 1st MCQ test): fixed format • Second SA (after 2nd MCQ test): adaptive format

  10. Mean N MCQ1 MCQ2 MCQ3 2002/3 226 61.99% 45.05% 55.51% 2003/4 - ASAM 89 53.72% 44.18% 44.33% 2003/4 – no ASAM 85 50.06% 40.80% 36.41% Comparison of mean results in 2002/3 and 2003/4

  11. Comparison of mean scores in 2002/3 and 2003/4

  12. Conclusion • Self assessment is generally beneficial to students, may it be fixed or adaptive • Adaptive self assessment adds value to their learning

  13. Future work • Incorporate IMS QTI • Making ASAM to be interoperable with other question banks and intelligent tutoring systems

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