Cost-effectiveness analysis of computer-based assessment

Abstract

The need for more cost-effective and pedagogically acceptable combinations of teaching and learning methods to sustain increasing student numbers means that the use of innovative methods, using technology, is accelerating. There is an expectation that economies of scale might provide greater cost-effectiveness whilst also enhancing student learning. The difficulties and complexities of these expectations are considered in this paper, which explores the challenges faced by those wishing to evaluate the costeffectiveness of computer-based assessment (CBA). The paper outlines the outcomes of a survey which attempted to gather information about the costs and benefits of CBA.

Using Computer-Based Assessment and Feedback

“…The majority of the interviewees expressed the preference of online assessment and instant online feedback compared to group assignment/paper test and late manual feedback (Marriott, 2009;Marriott & Lau, 2008;Marriott & Teoh, 2012b;Potter & Johnston, 2006 To sum up, the vast majority of participants believed that the duration of a CBA should be between 45 and 60 minutes. This conclusion is consistent with the previous relevant literature (e.g., Loewenberger & Bull, 2003;O'Connell et al, 2010).…”

“…Finally, they appreciated CBF compared to traditional late hand-written feedback. These results are consistent with previous relevant education literature's findings (see, for more details, Aisbitt & Sangster, 2005;Debuse & Lawley, 2016;Kim, 2015;Loewenberger & Bull, 2003;Marriott, 2009;Marriott & Teoh, 2012a;O'Connell et al, 2010).…”

“…Our all overall objective was to achieve a discipline-wide improvement in CBA and CBF in accounting and non-accounting programmes. These findings are consistent with previous relevant education literature's findings (e.g., Aisbitt & Sangster, 2005;Boyce, 1999;Debuse & Lawley, 2016;Holtzblatt & Tschakert, 2011;Jebeile & Abeysekera, 2010;Loewenberger & Bull, 2003;Marriott, 2009;Marriott & Teoh, 2012a;O'Connell et al, 2010;Potter & Johnston, 2006).…”

“…Increasingly, tutors and students are stating that electronic assessment not only facilitates the process of assessing performance and but also assists with considering student diversity in the digital age (see, Aisbitt & Sangster, 2005;Belal, 2011;Bostock, 2004). For the experience of CBA, below are some selected common quotes made by student participants: In response to the challenges created via a wide diversity of students and within a digital learning environment, the HE sector needs more cost-effective and pedagogically acceptable combinations of assessment methods to solve these challenges (Loewenberger & Bull, 2003;Potter & Johnston, 2006). With traditional paper-based assessment and economic reductions in the staff-student ratio possibly leading to a reduction in the quality of the assessment experience (Maneekhao et al, 2006 To conclude, the student interviewees highly valued the good experience they gained from taking CBA rather than paper-based tests for assessing their academic progress.…”

“…Regarding the efficiency of using CBA, the interviewees suggested that tutors should provide guided CBA instructions mock CBAs, and timely feedback (see, Loewenberger & Bull, 2003;Maneekhao et al, 2006;Potter & Johnston, 2006;Wollscheid et al, 2016).…”