E- ASSESSMENT Why use it .. whatever it is?
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Transcript of E- ASSESSMENT Why use it .. whatever it is?
E- ASSESSMENTWhy use it .. whatever it is?
Phil Davies
School of Computing
University of Glamorgan
DefinitionsE-Assessment
• E ?• False assumption Electronic ---- EASY
• Assessment ?• What do student know? Judging? Grading?
• Means of Learning– FEEDBACK
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?
Objective / Subjective Testing
• Objective– Right or wrong … True of False .. Multiple
Choice Questions
• Subjective– Opinion …. Personalised … Essays
• Can they be Mixed?
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
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
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 .
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 !!!
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???
What about Subjective?
• Essays
• Marking / Feedback ???
• Computerised Assessment by Peers
• Computerised Assessment with
Plagiarism
• Use students to mark and give feedback
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
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
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
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
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
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%
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
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
Rewards?
• Know it
• On the tip of my tongue
• Deduce
• Guess
• Know it … oh no I’ve got it wrong
2000 +2 -1
05
1015202530
90to99
80to89
70to79
60to69
50to59
40to49
30to39
20to29
10to19
0to9
2000 +2 -1
2001 +4 +2 +1 -2 -1 0
05
1015202530
2001 +4 +2 +1 -2-1 0
2000 +2 -1
05
1015202530
90to99
80to89
70to79
60to69
50to59
40to49
30to39
20to29
10to19
0to9
2000 +2 -1
2001 +5 +3 +1 -2 -1 0
05
1015202530
2001 +5 +3 +1 -2-1 0
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
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
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
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