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Computer Aided Assessmentusing QuestionMark Perception by Catherine Ogilvie Educational Development Officer
enhance learning by using CAA broaden range of knowledge improve feedback to both students and lecturers variety of assessment encourages and motivates infinitely repeatable instant results objective and consistent reduce marking loads aid administration efficiency creation of easily accessible banks of questions more interesting and interactive Why Use CAA?
Pedagogy • Staff development • Writing questions • Designing feedback and scoring • Analysing and improving test questions • Construction of tests • Course objectives and learning outcomes • Balance of assessment methods • Embedding IT in teaching and learning • Appropriateness of using CAA?
QuestionMark Perception Creates questions and organises them into tests or surveys for online delivery
Building an Assessment Create a bank of questions Organise into tests Publish onto the webserver Access tests through the internet Results collected & analysed
Multiple Choice Assertion/Reason True/False Yes/No Selection Multiple Response Likert Scale Matrix Fill in the blanks Text Match SAQ / Essay Hotspot Drag and drop Ranking Numeric Question Types
The Student • student anxiety • appropriate IT skills • what's the motivation • fair and equal access to resources • additional support • practice using sample tests • clear instructions • revision tutorials using formative CAA
Is response correct or wrong Be positive / constructive Give even if correct Time to absorb comments Use graphics? If wrong explain why Be specific Be flexible - may need to change the question When to give feedback? Further information and resource links Simple and friendly Be encouraging Be honest Feedback Feedback is essential for learning
Summative Assessment • Question Checklist • Pre Examination Checklist • Examination Checklist • Contingency Plan • Restart computers? • Transfer to new computer? • End assessment / exam? • Provide a paper copy? • Spare equipment? • Loss of results?
Potential of Cheating? • present same questions in random order • random questions from question bank • randomise the order of the answer choices/options • privacy screens • seating arrangements
staff development technological issues contingency plans feedback the student evaluation randomisation question design integration of CAA into the curriculum available resources formative or summative examination checklists purpose of the assessment Areas to Consider . . .
Some examples Diagnostic, Summative, Continuous, CPD . . . • Maths Diagnostic Tests • Physiotherapy • Hotel, Tourism & Retail Management • Computing • Nursing & Midwifery • Engineering Diagnostic Tests • Health and Safety Passport • Pharmacy
Further Information • CELT, Learning Development, Useful Links, CAA:http://www.rgu.ac.uk/celt/learning/page.cfm?pge=13710 • Try out a test at:http://www2.rgu.ac.uk/q/perception.dll Name: rgu Password: rgu