A Blueprint for Computer-Assisted Assessment

Bull, Joanna; McKenna, Colleen

doi:10.4324/9780203464687

Cited by 187 publications

(149 citation statements)

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“…Each completed an anonymous questionnaire regarding question design, student learning and operational aspects similar to that of Bull and McKenna (2003), see Table 1. The evaluation form is in appendix 1.…”

Section: Methodsmentioning

confidence: 99%

Evaluation of Formative Computer-based Assessment by Cell Biology Students with Differing Entry Qualifications and Ethnicity

Bax

Baggott

Howey

et al. 2006

Bioscience Education

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Section: Methodsmentioning

confidence: 99%

Evaluation of Formative Computer-based Assessment by Cell Biology Students with Differing Entry Qualifications and Ethnicity

Bax

Baggott

Howey

et al. 2006

Bioscience Education

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“…The benefits of CAA have been widely reported. These include, increased variety of assessed tasks, the provision of instantaneous feedback, as well as increased objectivity and resource saving (Bull and McKenna, 2004;Conole and Warburton, 2005;Hollingsworth, 1960). However the focus of many CAA systems tends to be on providing fully automatic assessment of student work.…”

Section: Introductionmentioning

confidence: 99%

A Semi-Automatic Computer-Aided Assessment Approach for Marking and Providing Feedback Comments

Adesina

Stone

Batmaz

et al. 2015

Proceedings of the 7th International Conference on Computer Supported Education

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“…There are many reasons why CAA is so keenly adopted: it allows more frequent assessments covering more material, providing more feedback while reducing marking load -among other benefits suggested by Bull and McKenna (2003).…”

Section: Introductionmentioning

confidence: 99%

Lecturers' perspectives on the use of a mathematics-based computer-aided assessment system

Broughton

Robinson

Hernandez‐Martinez

2013

Teaching Mathematics and its Applications

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Computer-aided assessment (CAA) has been used at a university with one of the largest mathematics and engineering undergraduate cohorts in the UK for more than ten years. Lecturers teaching mathematics to first year students were asked about their current use of CAA in a questionnaire and in interviews.This paper presents the issues that these lecturers faced as they made use of this assessment tool. Lecturers explained how they attempted to overcome these issues. The findings show that while the lecturers were happy to use the CAA system because it is efficient and timesaving, there were concerns that it might not always be beneficial for students. The bases for lecturers' concerns were that some students developed tendencies to depend on the feedback to complete assessments and to develop procedural, context-dependent strategies for solving problems.

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A Blueprint for Computer-Assisted Assessment

Cited by 187 publications

References 0 publications

Evaluation of Formative Computer-based Assessment by Cell Biology Students with Differing Entry Qualifications and Ethnicity

Evaluation of Formative Computer-based Assessment by Cell Biology Students with Differing Entry Qualifications and Ethnicity

A Semi-Automatic Computer-Aided Assessment Approach for Marking and Providing Feedback Comments

Lecturers' perspectives on the use of a mathematics-based computer-aided assessment system

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