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Enhancing Learning through E-Assessment: Methods, Feedback, and Tools

Explore the world of e-assessment, from formative to summative methods, feedback techniques, and the integration of objective and subjective testing. Discover how online assessment enhances learning outcomes and student engagement. Dive into the importance of quality questions and the benefits of using computerized assessments. Learn about peer assessment, marking problems, and statistical judgment in the marking process. Find out how e-assessment can revolutionize the educational experience.

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Enhancing Learning through E-Assessment: Methods, Feedback, and Tools

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  1. E- ASSESSMENTWhy use it .. whatever it is? Phil Davies School of Computing University of Glamorgan

  2. DefinitionsE-Assessment • E ? • False assumption Electronic ---- EASY • Assessment ? • What do student know? Judging? Grading? • Means of Learning • FEEDBACK

  3. Types of Assessment • Formative • Ask a question • Get an answer • Are they right .. Tell them • Explainative • Summative • whatever you answer will be judged / graded • Can Formative / Summative Mix?

  4. Objective / Subjective Testing • Objective • Right or wrong … True of False .. Multiple Choice Questions • Subjective • Opinion …. Personalised … Essays • Can they be Mixed?

  5. On-Line Assessment & Learning … OLAL • Level Two Degree .. Computer Communications & Networks • Failures High … Programming to Demonstrate .. Technical Subject .. Essay-type answers in examinations • Assess .. “Knowledge” “Understanding” “Learning Outcomes” …. Directed

  6. The First Test • 40 Questions / Formative • Time Consuming / Difficult to create sensible distractors / Rocket Science • I thought … Average 1 minute per question • Actual … all finished in ten minutes … apart from one who took 50 minutes • Why? No reason to think

  7. On Line Assessment & LEARNING • Four Tests • Weeks 3,6,9,12 = 5%, 10%, 15% 20% • Cumulative • Two Passes of SAME test • Learning .. Short term? • Slowed Down .. Thought about WHEN WRONG .

  8. But that is just lowering standards!!! Need Exams • Week 13/14 of a 15 week module • 20 Key Points per Module • Five Examination Questions • 25% of Module Assessed • Answer 3 Out of 5 Questions • 15% of Module Assessed • 40% Pass Mark … 60% WRONG • Feedback …. Learning !!!

  9. Proper Essays Needed !!! • E.H.F.F • Excessive Help From Friends • Assess group of students not individual • Photocopying of Assignments • Anonymity Removes Grouping • Formative => FEEDBACK???

  10. What about Subjective? • Essays • Marking / Feedback ??? • Computerised Assessment by Peers • Computerised Assessment with Plagiarism • Use students to mark and give feedback

  11. C.A.P. results • Students learn from marking peers >80% • Find good links to help them • Copy good practice .. Future work • Learn from explanations at their level • Aim future work at marker .. Know what is needed • Higher level skills .. Analysis / Evaluation

  12. Integration Objective & Subjective • Essay • Multiple choice based on essay content • Mark peer work • Multiple choice based on essay content • Reason for marking in a diligent manner • Marks for Marking

  13. Problems • Standards in comments (honest!!) • Range of marks .. Expectations • “I had a low mark because my markers had higher expectations than I did” • “Didn’t know what to look for...” • Can C.A.P. system .. E … get round these problems

  14. Standard of expectation • Average over or under mark from median … compensation factor • Run application to modify marks • Compensated mark becomes actual mark put forward for assessment • Accepted • Use as a statistical judge of marking process

  15. Use C.A.P. to encourage learning at level one, or is it plagiarism? • Essay one 5% essay + 5% for marking • Essay two 5% essay + 5% for marking • Essay three 5% essay + 5% for marking • ESSAY FOUR … TUTOR MARKED .. 40% .. COMPOSITE OF ESSAYS 1,2 & 3 • Pass rate / learning outcomes / learn / content & style • 30% Objective MCQ

  16. Level Three .. Higher Order • Self-Assessment • Standard of Expectation • Peer-Assessment • Reflective Self-Assessment • Marks for Marking using Standard of Expectation for statistical purposes • 96% trusted or identified via reflective self-assessment within 10%

  17. Problems • Feedback varies • Judgment both on comments and statistical • Tim “nice but dim” • “why did you give me 3/10” • “what do you mean by” • “But I did include this, you missed it” • ANONYMOUS

  18. If subjective testing is “sorted”, what about objective? • In the recent World cup qualifier between England and Greece, who scored the all important equalizing goal? • David Beckham • Victoria Beckham • Brooklyn Beckham

  19. Rewards? • Know it • On the tip of my tongue • Deduce • Guess • Know it … oh no I’ve got it wrong

  20. E-Assessment • Need tools … fairly cheap …. ME!! • Could use MLE’s MCQ environment • Anonymous email • MUST know why you are doing it • What will YOU and the STUDENTS GAIN? • E = EASY Assessment = LEARNING

  21. Quality of a multiple choice question? • In the recent World cup qualifier between England and Greece, who scored the all important equalizing goal? • Teddy Sheringham • Michael Owen • Robbie Fowler • QUALITY OF QUESTION NOT DISTRACTORS

  22. C.P.A.S.S • “My exam results are useless because the students can’t write essays” • “Where are they taught how to write essays for technical answers?” • “Expect them at level three to be able to write essays” • CPASS .. Practice answering exam type questions

  23. Modified Quotes • … the most important thing we do for our students is to provide an assessment environment, so that their work is assessed in a qualitative, formative and trusted manner, whilst facilitating student learning. • ….. good tutors are guides who help their students to dispense with their services both as teachers and assessors

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