Phil Davies School of Computing University of Glamorgan

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Presentation transcript:

Phil Davies School of Computing University of Glamorgan Who Learns From Using Continuous C.A.A.?

The Evils of Higher Education Students Numbers (Quantity NOT Quality) Marking Time Consuming / Subjective NOT Objective Innovation … Reduction in Standards!!! Assessment Exams (% of course) C/Works EHFF Web EHFWWW

What types of C.A.A. to use? Multiple Choice Questions ( 1 from 3) Fill in missing words Select two out of five Ordering Answers by correctness Best choice out of answers Commercial Products “Management”

Require “Balanced” Assessment Process Subjective and Objective Testing Objective: Multiple Choice (60%) On Line Assessment and Learning Subjective: Essay / Report (40%) Computerised Assessment and Plagiarism/ by Peers

On Line Assessment and Learning One Question / One correct solution with two distracters Timer per Question Negative For Incorrect Solution (-1) Formative Two Passes Summative Tests 5% 15% 15% 25%

AVERAGE RESULTS FROM OLAL TESTS

Weaker Students Improvement

Stronger Students Improvement

C.A.P. PEER-ASSESSMENT Create report Include all web sources Email in report ( marks) Perform On-line MCQ Test ( marks) Perform Peer Assessment (C.A.P.) (marks) Perform On-line MCQ Test (marks) Feedback !!!!!!

FEEDBACK Students “wanted to know!!!” name of markers Students wouldn’t accept comments of peers Wide range of marking Average out marks Email in complaints to highlight problems

Compare Report Results with MCQ Tests

Comparison of Report to MCQ Tests after CAP Process

CONCLUSIONS Who really learns from CAA? Trend … Weaker students achieve statistical benefit Stronger students provide a service in peer assessment Self Belief .. Non-Statistical Who really learns / benefits TUTOR … Feedback / Work Load