NDLI: Enhancing web-based learning with computer assisted assessment: Pedagogical and technical considerations

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Enhancing web-based learning with computer assisted assessment: Pedagogical and technical considerations

Content Provider	Semantic Scholar
Author	Dalziel, James
Copyright Year	2013
Abstract	Computer assisted assessment (CAA) has become increasingly popular for formal assessments such as course exams, and a number of web-based and stand-alone systems have been developed for this purpose. A primary motivation for the use of CAA in exams is efficiency, such as in the presentation of materials, collation of responses, and rapid scoring and feedback to students. However, CAA can also play a valuable role during the learning process. Practice questions with feedback can be integrated within other learning materials and activities to assist with consolidation of understanding during learning. This use of CAA provides learners with an opportunity to test their emergent understanding, and in particular, to quickly identify failures in assumed understanding. CAA-based identification of problem areas during the learning process has the potential to enhance the metacognitive skill of self-assessment on the part of the learner, in addition to correcting specific errors. As a result, regular selftesting and feedback during learning via CAA may significantly enhance overall learning outcomes at both discipline specific and generic levels. This is particularly appropriate for web-based learning.
Starting Page	39
Ending Page	48
Page Count	10
File Format	PDF HTM / HTML
DOI	10.7459/ites/14.2.04
Volume Number	14
Alternate Webpage(s)	https://dspace.lboro.ac.uk/dspace-jspui/bitstream/2134/1795/1/dalziel01.pdf
Alternate Webpage(s)	http://www.lboro.ac.uk/service/ltd/flicaa/conf2001/pdfs/i2.pdf
Alternate Webpage(s)	https://doi.org/10.7459/ites%2F14.2.04
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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