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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

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
slide4
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
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
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