An e-assessment approach for evaluation in engineering overcrowded groups

Mora, Marta C.; Sancho-Bru, Joaquı́n L.; Iserte, J. L.; Sánchez, F. T.

doi:10.1016/j.compedu.2012.03.011

Cited by 31 publications

(25 citation statements)

References 11 publications

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“…In fact, peer assessment, viewed as a quality mark by some authors (Mora, 2012;Kulkarni, 2013), was present in the majority of choices as a well founded grading method for the sample discussed in this work. Further, from the five academics that chose all the options for grading, four considered that their choices maintaining the overall quality of grading without also choosing the option regarding the minimization of fraud.…”

Section: Resultsmentioning

confidence: 99%

Grading versus Reliability: how Academia perspectives evaluation on MOOCs

Moura

Cordeiro

2018

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)

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Section: Resultsmentioning

confidence: 99%

Grading versus Reliability: how Academia perspectives evaluation on MOOCs

Moura

Cordeiro

2018

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)

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“…Der er også potentielt nye udgifter, bl.a. til indkøb af pc'er og software og til sikring af, at udstyr og system er opdateret (Conole & Warburton, 2005;Tshibalo, 2007;JISC, 2007;Dennick et al, 2009;Gilbert et al, 2009;Mora et al, 2012). Derudover kan der vaere tale om udgifter til indkøb af servere, der specielt egner sig til afvikling af digitale prøveformer (Dennick et al, 2009).…”

Section: øKonomiunclassified

“…Det har den store fordel, at det kan øge variationen i opgavetyperne, hvilket kan vaere med til at gøre eksamensopgaverne mere autentiske og komplekse (JISC, 2010;Tshibalo, 2007;Baumann et al, 2009;Dennick et al, 2009;Gilbert et al, 2009;Mora et al, 2012;Bayazit & Askar, 2012;Waldmann et al, 2008;Fluck et al, 2009;Noyes & Garland, 2008). Også eksaminandens tale kan inddrages i eksamensbesvarelsen i forbindelse med digital eksamination i fx sprog eller fagudtryk (Baumann et al, 2009).…”

Section: Paedagogikunclassified

Digitale prøver – et litteraturstudie

Møller

Mikkelsen

2015

LOM

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Digitale prøveformer bliver efterhånden mere og mere udbredte. Denne artikel er baseret på et litteraturstudie foretaget for at få indsigt i primært forskningslitteraturen om digitale prøveformer. I artiklen præsenterer vi de forskellige typer digitale prøver, der omtales og diskuteres i litteraturen, og vi beskriver de potentielle fordele af bl.a. økonomisk, administrativ og pædagogisk karakter, der ifølge litteraturen kan opnås ved at bruge digitale prøver. Vi beskriver endvidere de udfordringer og potentielle ulemper, der kan være forbundet med indførelse af digitale prøver. Det drejer sig bl.a. om udfordringer hvad angår prøvesystem, organisation, teknologi, kompetenceudvikling og uddannelseskultur. Vi beskriver i artiklen en række konkrete eksempler på digitale prøver, og vi præsenterer resultater fra undersøgelser af underviseres og studerendes oplevelser med digitale prøveformer. Against the backdrop of the rapid spread of digitized tests and exams, this article sets out to present some of the results of a literature study carried out with the aim of gaining insight into the research literature on this topic. The article presents different types of tests, focusing on the financial, administrative, and pedagogical advantages described and discussed in the literature as potentially attainable through the use of digitized exams. In addition, the challenges and potential problems connected with the introduction of digitized tests are described. Among these are challenges related to the test system or to competence development as well as organizational, technological, and cultural challenges. Finally, the article provides concrete descriptions of tests and presents results from select studies of teacher and student experiences of digitized tests.

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“…In regard to anxiety level [6], it has been concluded that essay type questions leads to higher level of anxiety in students. On the other hand Mora et al [7] conclude that both multiple choice and essay type assessment methodology can be alternative to each other. Their results indicated the strong correlation between the preferences of students in these two modes of evaluation.…”

Section: Related Workmentioning

confidence: 99%

Anomalies detection in evaluation of essay type answers by multiple evaluators

Shukla

Chaudhary

2013

Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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In this paper, we present a methodology to detect suspected anomalies in evaluation of essay type answer books based on relationship between marks awarded and symbols used during evaluation. We identified dominant symbols used by evaluators and their relationships with marks awarded based on analysis of evaluated essay type answer copies. Further, for each evaluator relationship between symbols used and marks awarded is distinct. We identified outliers for each evaluators and each subject based on relationship between marks awarded and tick symbol and termed them as suspected anomaly. All grievances of students related to evaluation were in the set of identified outliers.

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An e-assessment approach for evaluation in engineering overcrowded groups

Cited by 31 publications

References 11 publications

Grading versus Reliability: how Academia perspectives evaluation on MOOCs

Grading versus Reliability: how Academia perspectives evaluation on MOOCs

Digitale prøver – et litteraturstudie

Anomalies detection in evaluation of essay type answers by multiple evaluators

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