Using Learning Technology to Design and Administer Student Assessments Catherine Kane Centre For Learning Technology, CAPSL Ref:

Why would we use online assessment To Assess progress – outcomes are met To encourage progress and learning To give instructor feedback to our students To encourage student-to-student collaboration (group work) To encourage student-teacher collaboration

Pre course assessment This can identify the entry level of our students before we start a module Help us identify and focus on particular needs in the class Establish a base line to measure against after the module has been delivered

Assessment during the course Gives an opportunity to correct any misconceptions through feedback Can identify gaps in the learning and areas to focus on Can identify appropriate times for moving on Re-enforces course outcomes

Final Assessment Measures student learning ◦ Have the outcomes been achieved? Helps direct further instruction Prepares for the application of knowledge

Using Technology Can deliver, grade and analyze assessment Record and report on achievement Facilitate learning by using built in feedback Can develop a collaborative approach to assessment

Advantages Detailed and Immediate feedback Any time any where Automatic score recording and release More frequent assessment Self Assessment Time saving (once in place) Use of extended media e.g. Graphics and multimedia Ongoing statistics to improve quality Randomization of question and answers (reduce cheating) Grading not prone to human error Can provide hints and grade accordingly Variety of question types Collaboration

Disadvantages Cheating? Technology Problems Technology Skills Time and Commitment setting it up

Controlling Cheating Use a system that requires user id and password Have frequent assessments and make them worth only few points Make assessments available in a controlled lab Develop a large enough pool of questions that you can draw from it at random Randomize answers within questions Use question sets Require group collaboration

Question Types True-False ◦ Easy to construct ◦ Guessing will be 50% correct ◦ Hard to test gray areas ◦ Easy to grade Matching ◦ Suited to associational knowledge ◦ Minimizes guessing ◦ Recognition rather than recall ◦ Can have more than one correct answer ◦ Easy to grade

Question Types Multiple Choice ◦ Can be hard to write ◦ Reduces guessing ◦ Can provide diagnostic information ◦ Less effective for higher order thinking ◦ Easy to grade ◦ Can be more than one correct answer

Question Types Short Answer ◦ Easy to write ◦ Eliminates guessing ◦ Recall over recognition (memorization) ◦ Can be difficult to grade ◦ Case sensitive/insensitive e.g. (NaCl – not NACL) Essay ◦ Can provide in-depth assessment ◦ Eliminates guessing ◦ Good for higher level thinking ◦ Difficult to grade

Group assessments Can provide a broad picture of a students capabilities Process can be tracked (discussions, personal journals and tracking tools) Produces a produce at the end of the process Draws on different skills and contributions