Self assessing with adaptive exercises
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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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Self assessing with adaptive exercises

Self-assessing with adaptive exercises

Chye-Foong Yong &

Colin A Higgins

University of Nottingham


Introduction

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


Introduction cont d

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


Self assessing with adaptive exercises

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


Asam cont d

ASAM (cont’d)

  • Customise the questions to individual students by generating a personalised set of self-assessing questions

  • Multi-modal questionnaires


Components of asam

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


Components of asam cont d

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


Interaction among various components of asam

Interaction among various components of ASAM


Evaluation

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


Comparison of mean results in 2002 3 and 2003 4

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


Comparison of mean scores in 2002 3 and 2003 4

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


Conclusion

Conclusion

  • Self assessment is generally beneficial to students, may it be fixed or adaptive

  • Adaptive self assessment adds value to their learning


Future work

Future work

  • Incorporate IMS QTI

  • Making ASAM to be interoperable with other question banks and intelligent tutoring systems


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