Developing computer-based assessment as a tool to support enquiry led learning
AuthorsCollins, Carol Ann
SubjectsX300 Academic studies in Education
improving formative assessment
MetadataShow full item record
AbstractThis research explores the possibility of developing Computer-based Assessment (CBA) as a tool to support enquiry-led learning. In this approach learners explore and unpack thoughts and ideas that help them to learn and solve problems. A critical feature of this is feedback and this research focussed on how to design and supply feedback in CBA. Two lines of research were sourced: Computer-assisted Assessment (CM) and Improving Formative Assessment (IFA). Specifically, performance data was collected, analysed and evaluated from the statistical results of 3 CSA tests (approximately 100 undergraduates per test) and from qualitative feedback, the dialogic question and answer responses of (approximately 30 learners x 100 responses) engaged on level 3 activity of the National Qualifications Framework (NQF). The outcome of the research is the development of Kilauea exemplar, a theoretical model of an enquiry led item type applied in a subject specific domain.
CitationCollins, C.A. (2008) 'Developing computer-based assessment as a tool to support enquiry led learning'. MSc by Research thesis. University of Bedfordshire.
PublisherUniversity of Bedfordshire
TypeThesis or dissertation
DescriptionA thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Master of Science (MSc) by Research
The following license files are associated with this item:
Showing items related by title, author, creator and subject.
Assessing English: a trial collaborative standardised marking projectGibbons, Simon; Marshall, Bethan; King's College London (University of Waikato, 2010-12)Recent policy developments in England have, to some extent, relaxed the hold of external, high-stakes assessment on teachers of students in the early years of secondary education. In such a context, there is the opportunity for teachers to reassert the importance of teacher assessment as the most reliable means of judging a student’s abilities. A recent project jointly undertaken by the National Association for the Teaching of English (NATE) and the Centre for Evaluation and Monitoring (CEM) was one attempt to trial a model for the collaborative standardised assessment of students’ writing. This article puts this project in the context of previous assessment initiatives in English and suggests that, given recent policy developments, now may be precisely the time for the profession to seek to be proactive in setting the assessment agenda.
Adapting or developing source material for listening and reading testsGreen, Anthony (Wiley Blackwell, 2013)The ability to understand spoken or written language cannot be observed directly but must be inferred. In tests of reading and listening, test takers are given input in the form of texts or recordings of spoken language and are asked to perform tasks as evidence of their comprehension. This chapter traces how the choice of texts or recordings for use in such tests has been shaped by trends in language education. The last century saw a decisive movement away from translation and reading aloud toward the use of comprehension questions as evidence of understanding. Considerations in selecting and preparing material are outlined. Methods that have been used by developers to gauge the difficulty of texts and recordings are described. The role of item writers in shaping or adapting material for use in tests is discussed, and predictions are made about future developments, including a growing role for technology in the selection of material.