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“The End Justifies the Means”

“The End Justifies the Means”. When and how to use Computerised Assessment to Promote Learning Phil Davies School of Computing. What is computerised assessment?. Easy Solution to increased student numbers … easier for lecturers MCQ …. Simple to create questions Highly Formative

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“The End Justifies the Means”

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  1. “The End Justifies the Means” When and how to use Computerised Assessment to Promote Learning Phil Davies School of Computing

  2. What is computerised assessment? • Easy Solution to increased student numbers … easier for lecturers • MCQ …. Simple to create questions • Highly Formative • Organising Summative Assessment a formality • Minimal Costs • RUBBISH!!!!!!

  3. Multiple Choice Tests OLAL • Use simplest method • Select one from three • Provide answer … Formative? • 50 questions took about 10 minutes • Weakest students flew through • Reason to slow down / Learn by doing it / Formative not EXPLAINATIVE/2 Passes • Competition / timing / “BEEP” / Negative

  4. OLAL

  5. Use of the System • Four Tests • Week 3(5%) Week 6 (10%) Week 9 (15%) Week 12 (20%) • Improve first pass to second pass (short term???) • Positive improvement from test 1 to 4 • Weaker students benefited the most

  6. EXAMPLE: what colour is the sky? • Student A • give me three alternatives • Student B • Blue • Student C • sometimes it blue (summer), but sometimes grey, or even red!!

  7. What makes up the other 50%? • Skills of analysis … REAL SKILLS!! • Synthesis / Presentation / Reasoning • NEED AN ESSAY • REAL WORLD • GIVEN CLUES? • GIVEN ALTERNATIVES? • ALLOWED TO GUESS?

  8. ESSAYS • Time consuming to mark • Subjective (Lecturer) .. Opinionated • Should we assess grammar • Foreign Students • Pre-Requisite • Learning Outcomes • FEEDBACK … WHAT FEEDBACK???

  9. Computerised Asssessment (by Peers) or (with Plagiarism) SYSTEM • Computerised Assessment of essays • Peer Assessed • Embedded Web Referencing • Marked Properly • Copious Comments (Destructive (honest?))

  10. Success / Failure • Major benefits • style / feedback / objectivity through subjectivity • Problems • Wide range of marks / conflicting comments / why bother marking • Marks for MARKING (how?) • Long term benefit to ME?

  11. Can it be used for final years? • CRITICAL SKILLS / REFLECTIVE • Self Assessment • Peer Assessment • Reflective Self Assessment • Marks for Marking

  12. Results and Feedback • 55% within 5% of Self Assessment Mark and Peer Median Mark • 80% within 10% of Self and Peer Median Mark • QUALITY OF MARKING • remove second group from marking process • take deviation into account

  13. When should I assess? • Learning Outcomes must be assessed • Example … heart operation • Medical Student A Student B • week 6 8/10 2/10 • week 12 2/10 8/10 • AT THE END … EXAMS?????? • No feedback/ Mitigating Circumstances / Limited question choice / Testing presentation and grammar skills again

  14. “THE END JUSTIFIES THE MEANS” • Train the students to pass the assessment of learning outcomes • One essay to meet the learning outcomes at the end • Train them how to write essays (peer feedback) … copy styles • Present the correct material (peer selection)

  15. Essay • Produce an essay that can be used as a guide for a non-literate computing person in directing them how to build their own computer system. This computer will be used to play modern computer games, and also access the web. It must include choice of hardware / operating system / application software. Proposed costings should be included

  16. Three Stages • Components required to build a modern day personal computer system • Operating System Choice • Web access and tools • FINAL AMALGAMATION

  17. QUALITY? • Student copy content /style / resources • Students are learning • Student work is being marked • Student feedback destructive not constructive • Final “amalgamated” work marked by tutor • CONVERGENT NOT DIVERGENT EDUCATION

  18. CONCLUSIONS • CAA not just for 1st years / not just MCQ • Not easy to set up … changes lecturer from quantitative marker to qualitative marker • Explainative CAA replacement for tutorials • CAA can provide Quality Assessment • Can aid “directing assessment” to meet learning outcomes • Continual assessment may be divergent … who cares?

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