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Cost effective use of simulations in online assessment

Cost effective use of simulations in online assessment. Ruth Thomas, Colin Milligan, Bill Austin JeLSIM Partnership Helen Ashton, Cliff Beevers, Dave Edwards Heriot-Watt University. Simulations and assessment. Greater range of questions Greater interactivity Can test higher order skills

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Cost effective use of simulations in online assessment

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  1. Cost effective use of simulations in online assessment Ruth Thomas, Colin Milligan, Bill Austin JeLSIM Partnership Helen Ashton, Cliff Beevers, Dave Edwards Heriot-Watt University

  2. Simulations and assessment • Greater range of questions • Greater interactivity • Can test higher order skills • More authenticity • Feedback • Intrinsic

  3. Cost effectiveness • Keep costs low. • Re-use pre-existing simulations • Multi-purpose new simulations • Avoid use of programmers • Keep effectiveness high. • Understanding of range of uses • Staff confidence and empowerment • Simulation developers should consider assessment.

  4. The aim of the presentation • Look at the technological perspective • Develop a framework for assessing the potential of simulations in assessment • Practicalities of simulations and assessment

  5. Integration of simulation and AE • No integration: The simulation can be included in a question as a media object, but there is no communication between simulation and assessment engine. • Low level of integration: The simulation can pass a single variable, ‘answer’ to the assessment engine. There is no facility to set up questions. • High levels of integration: There is two-way communication between the AE and simulation to set up and mark questions

  6. PASS-IT AE-JeLSIM system

  7. Educational use of simulations • Understanding a system • Developing thinking and problem solving skills • Learning about processes and procedures • Modelling

  8. DC Circuit

  9. Bizstartup

  10. Practicalities • Not all simulation-assessment systems can cope with all question types • Most can use many of less complex types • Reuse old simulations if possible • Take care in design of new simulations • Consider other educational uses • Maximise re-use from by: • Pedagogic neutrality • More complex model

  11. Aiding question setters • New technique • Question setters need confidence • Examples and framework • Templates – mini question types • a JeLSIM model; • a template JeLSIM interface • a question set in PAE to demonstrate communications

  12. Contact and further info. Ruth Thomas –rct@jelsim.org Helen Ashton - H.S.Ashton@hw.ac.uk JeLSIM website – www.jelsim.org Exemplars - http://www.calm.ac.uk/sim-asses.html

  13. Original applet is at: http://www.ida.liu.se/~her/npp/demo.html

  14. Original applet is at: http://www.ida.liu.se/~her/npp/demo.html Back

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