Enhancing learner knowledge and the application of that knowledge via computer based assessment

2.50
Hdl Handle:
http://hdl.handle.net/10547/335950
Title:
Enhancing learner knowledge and the application of that knowledge via computer based assessment
Authors:
Reynolds, Lynne
Abstract:
This paper details the process that the author went through as a novice action researcher whilst designing and implementing a new computer based assignment within a Higher Education institution within the UK. The paper outlines the initial stages of a project which was designed to assist students in the transformation from declarative to functioning knowledge (Biggs & Tang 2011). The implementation of a new summative assessment was to help students to develop a deeper rather than surface approach to learning. Owing to the personal and professional beliefs of the author, the project was designed using Norton's (2009) action research methodology of ITDEM. The research also consisted of a specific theoretical framework which included Kolb's (1984) and Atherton's (2009) theories on experiential learning and a constructivist approach (Swan 2005) to developing and designing an intervention. It also highlights the difficulties that were faced by the researcher whilst identifying and tackling this issue and implementing the new assessment. In addition during the initial stages, the research design encompassed the piloting of the Touchstone Open Source Platform because the University's Question Mark Platform was not compatible with the demands of the new assignment. This would allow an online assignment to be utilised. It would also produce instant results and feedback for the students whilst reducing marking loads (Wilkinson & Rai 2007). In order to evaluate and analyse the results from the research, data was collected and measured through the attainment of individual summative grades which were available as part of the normal academic process. Moreover, the grades that would normally be available within the university infrastructure for grading purposes were utilised to collect data on the new assessment. Upon analysis, initial results indicated an increase in the number of students who had achieved a level of functioning knowledge in comparison to previous cohorts (see fig 1). However, despite some indications of success, the author is unable to generalise this success at present owing to this project being a pilot study for the new Question Mark Platform. This paper concludes with a number of suggestions for modifying the new assessment and recommendations for the next cycle in the research process.
Affiliation:
University of Bedfordshire
Citation:
Reynolds, L. (2013) 'Enhancing learner knowledge and the application of that knowledge via computer based assessment', Journal of Pedagogic Development, 3 (1), pp.47-52.
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Feb-2013
URI:
http://hdl.handle.net/10547/335950
Additional Links:
http://www.beds.ac.uk/jpd/volume-3-issue-1/enhancing-learner-knowledge-and-the-application-of-that-knowledge-via-computer-based-assessment
Type:
Article
Language:
en
Series/Report no.:
Volume 3; Issue 1
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorReynolds, Lynneen
dc.date.accessioned2014-11-21T13:07:57Z-
dc.date.available2014-11-21T13:07:57Z-
dc.date.issued2013-02-
dc.identifier.citationReynolds, L. (2013) 'Enhancing learner knowledge and the application of that knowledge via computer based assessment', Journal of Pedagogic Development, 3 (1), pp.47-52.en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/335950-
dc.description.abstractThis paper details the process that the author went through as a novice action researcher whilst designing and implementing a new computer based assignment within a Higher Education institution within the UK. The paper outlines the initial stages of a project which was designed to assist students in the transformation from declarative to functioning knowledge (Biggs & Tang 2011). The implementation of a new summative assessment was to help students to develop a deeper rather than surface approach to learning. Owing to the personal and professional beliefs of the author, the project was designed using Norton's (2009) action research methodology of ITDEM. The research also consisted of a specific theoretical framework which included Kolb's (1984) and Atherton's (2009) theories on experiential learning and a constructivist approach (Swan 2005) to developing and designing an intervention. It also highlights the difficulties that were faced by the researcher whilst identifying and tackling this issue and implementing the new assessment. In addition during the initial stages, the research design encompassed the piloting of the Touchstone Open Source Platform because the University's Question Mark Platform was not compatible with the demands of the new assignment. This would allow an online assignment to be utilised. It would also produce instant results and feedback for the students whilst reducing marking loads (Wilkinson & Rai 2007). In order to evaluate and analyse the results from the research, data was collected and measured through the attainment of individual summative grades which were available as part of the normal academic process. Moreover, the grades that would normally be available within the university infrastructure for grading purposes were utilised to collect data on the new assessment. Upon analysis, initial results indicated an increase in the number of students who had achieved a level of functioning knowledge in comparison to previous cohorts (see fig 1). However, despite some indications of success, the author is unable to generalise this success at present owing to this project being a pilot study for the new Question Mark Platform. This paper concludes with a number of suggestions for modifying the new assessment and recommendations for the next cycle in the research process.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 3en
dc.relation.ispartofseriesIssue 1en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-3-issue-1/enhancing-learner-knowledge-and-the-application-of-that-knowledge-via-computer-based-assessmenten
dc.subjectaction researchen
dc.subjectdeclarative knowledgeen
dc.subjectfunctioning knowledgeen
dc.subjecttouchstoneen
dc.subjectconstructivismen
dc.subjectconstructivism (learning)en
dc.subjectcomputer-based assessmenten
dc.titleEnhancing learner knowledge and the application of that knowledge via computer based assessmenten
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalJournal of pedagogic developmenten
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