An Analysis of Web-Based Formative Assessment Systems Used in E-Learning Environment

Mahroeian, Hamidreza; Chin, Wee Mee

doi:10.1109/icalt.2013.28

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…Various studies have investigated the impact of Web‐based CBAfL on students' self‐regulated learning strategies (Mahroeian & Chin, ; Wang, ; Wang, ), knowledge acquisition and enjoyment (Tsai, ), and student achievement (Wang, Wang, Wang & Huang, ). Overall, findings show positive effects of Web‐based formative assessments on different dependent variables under investigation.…”

Section: Computer‐based Assessment For Learningmentioning

confidence: 99%

Review of computer‐based assessment for learning in elementary and secondary education

Shute

Rahimi

2017

Computer Assisted Learning

169

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In this paper, we review computer-based assessment for learning (CBAfL), in elementary and secondary education, as a viable way to merge instruction and assessment of students' developing proficiencies. We begin by contextualizing our topic relative to summative and formative assessment before presenting the current literature, which we categorized into the following: (a) supplementary use in classrooms, (b) web-based, and (c) data-driven, continuous CBAfL. Examples of research studies per category are provided. Findings show that using CBAfL in the classroom, via the Internet, or embedded in a game, generally enhances learning and other outcomes across a range of content areas (e.g. biology, math, and programming). One conclusion is that feedback, to be most beneficial to learning, should not be overly complex and must be used to be effective. Findings also showed that the quality of the assessment (i.e. validity, reliability, and efficiency) is unimpaired by the inclusion of feedback. The possibilities created by advances in the learning sciences, measurement, and technology have paved the way toward new assessment approaches that will support personalized learning and that can accurately measure and support complex competencies. The next steps involve evaluating the new assessments regarding their psychometric properties and support of learning. KeywordsAssessment, learning, assessment for learning, computer-based assessment for learning, elementary education, secondary education.Assessment should not merely be done to students; rather, it should also be done for students, to guide and enhance their learning (National Council of Teachers of Mathematics, 2000).

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Section: Computer‐based Assessment For Learningmentioning

confidence: 99%

Review of computer‐based assessment for learning in elementary and secondary education

Shute

Rahimi

2017

Computer Assisted Learning

169

View full text Add to dashboard Cite

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“…Research here focuses on the development of tools for the visualization and presentation of data for learners and for pedagogical scaffolding of learning processes in order to initiate effective cognitive and metacognitive processes. Computer-based assessments for learning which include such tools, e.g., articulating the rationale for making a specific response, stating confidence, adding and recommending answer notes may support the development of self-regulated learning skills (see for example Chen 2014;Mahroeian and Chin 2013;Marzouk et al 2016). In the context of self-regulated learning, the question of what kind of feedback will actually engage individual learners and motivate them to become self-regulated learners becomes critical (Tempelaar et al 2013).…”

Section: New Opportunities Provided By It For Assessing 21st Century mentioning

confidence: 99%

Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills

et al. 2018

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In this article, we identify and examine opportunities for formative assessment provided by information technologies (IT) and the challenges which these opportunities present. We address some of these challenges by examining key aspects of assessment processes that can be facilitated by IT: datafication of learning; feedback and scaffolding; peer assessment and peer feedback. We then consider how these processes may be applied in relation to the assessment of horizontal, general complex 21st century skills (21st CS), which are still proving challenging to incorporate into curricula as well as to assess. 21st CS such as creativity, complex problem solving, communication, collaboration and self-regulated learning contain complex constructs incorporating motivational and affective components. Our analysis has enabled us to make recommendations for policy, practice and further research. While there is currently much interest in and some progress towards the development of learning/assessment analytics for assessing 21st CS, the complexity of assessing such skills, together with the need to include affective aspects means that using IT-enabled techniques will need to be combined with more traditional methods of teacher assessment as well as peer assessment for some time to come. Therefore learners, teachers and school leaders must learn how to manage the greater variety of sorts and sources of feedback including resolving tensions of inconsistent feedback from different sources.

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