Computer‐assisted Assessment: suggested guidelines for an institutional strategy

Abstract

SummaryInstitutions are increasingly turning to technology to solve their teaching, learning and assessment problems. The use of computers in student assessment, when compared to their use for teaching is a relatively new development. The experiences gained from the development of computer-aided learning can inform and progress the use of computerassisted assessment (CAA). This paper considers the development of CAA in higher education and proposes that a strategic approach is advantageous to institutions wishing to develop and implement CAA systems. A brief review of the lessons learnt from computeraided learning and CAA is provided and the experiences of two institutions are described. Based on this, recommendations are made as to how effective CAA systems can be implemented on an institutional basis.

Computer-Assisted Assessment: Staff Viewpoints on its Introduction Within a New University

“…They have identified several key recommendations for those who are seeking to introduce CAA (Stephens et al, 1998): establish a co-ordinated CAA management policy for the CAA modules and each discipline on campus; establish a CAA unit; appoint discipline co-ordinators within departments; establish CAA discipline groups; provide funding; organize staff development programmes; establish validation procedures; identify technical issues; establish operational and administrative procedures.…”

Computer-based assessment: a versatile educational tool

“…It may also be institutional policy to use CAA widely for certain exams, such as in Luton University. Related to this is its use by individuals or groups to evaluate various aspects of its impact upon the students and the university (Stephens, Bull, & Wade, 1998).…”

Using mobile and web‐based computerized tests to evaluate university students

“…Some examples include state driving license exams, military training exams, job application exams in the private sector, entrance exams in post-secondary education, and certification exams conducted by and for professional groups. The use of assessment systems is also becoming more common in higher education institutions [2]. One of the main reasons for this success is the rapid advancement of Internet technology.…”

“…There are different types of items or questions [1], such as: yes/no questions, multiple choice questions (MCQ), multiple response questions, gap questions, matching-pairs or association questions, ordering questions, hot spotsingle marker questions, pull down list questions, pointing-questions, graphics and painting questions, code-execution questions, calculated questions, openended answers, etc. MCQ is one of the most frequently used question types [2].…”