E‐assessment within the Bologna paradigm: evidence from Portugal

Ferrão, Maria Eugénia

doi:10.1080/02602930903060990

Cited by 38 publications

(39 citation statements)

References 10 publications

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“…For example, the Moodle learning management system (Moodle 2013) was first released in 2002 and its quiz system has been in constant development since its first release in 2003 (Hunt 2012 The literature is littered with apparently contradictory evidence regarding the pros and cons of selected-response and constructed-response questions. Selected-response can assess a large breadth of knowledge (Betts et al 2009, Ferrao 2010 whereas a test comprising constructed-response questions is likely to be more selective in its coverage. Use of selected-response questions also avoids issues of data-entry, particularly problematic in constructed-response questions when symbolic notation is required, for example in mathematics (Beevers & Paterson 2003, Jordan et al 2003, Ross et al 2006, Sangwin 2013).…”

Section: Drivers and Developmentmentioning

confidence: 99%

E-assessment: Past, present and future

Jordan

2016

NEW DIR TEACH PHYS SCI

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This review of e-assessment takes a broad definition, including any use of a computer in assessment, whilst focusing on computer-marked assessment. Drivers include increased variety of assessed tasks and the provision of instantaneous feedback, as well as increased objectivity and resource saving. From the early use of multiple-choice questions and machine-readable forms, computer-marked assessment has developed to encompass sophisticated online systems, which may incorporate interoperability and be used in students’ own homes. Systems have been developed by universities, companies and as part of virtual learning environments. Some of the disadvantages of selected-response question types can be alleviated by techniques such as confidence-based marking. The use of electronic response systems (‘clickers’) in classrooms can be effective, especially when coupled with peer discussion. Student authoring of questions can also encourage dialogue around learning. More sophisticated computer-marked assessment systems have enabled mathematical questions to be broken down into steps and have provided targeted and increasing feedback. Systems that use computer algebra and provide answer matching for short-answer questions are discussed. Computer-adaptive tests use a student’s response to previous questions to alter the subsequent form of the test. More generally, e-assessment includes the use of peer-assessment and assessed e-portfolios, blogs, wikis and forums. Predictions for the future include the use of e-assessment in MOOCs (massive open online courses); the use of learning analytics; a blurring of the boundaries between teaching, assessment and learning; and the use of e-assessment to free human markers to assess what they can assess more authentically.

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Section: Drivers and Developmentmentioning

confidence: 99%

E-assessment: Past, present and future

Jordan

2016

NEW DIR TEACH PHYS SCI

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“…Flere studier naevner, at anvendelse af digitale prøveformer generelt opleves positivt af de studerende (Ferrao, 2010;Jamil et al, 2012), og at mange studerende foretraekker digitale prøver frem for papirbaserede prøver (Parmenter, 2009;Marriott, 2009;Schmidt et al, 2009;Dermo, 2009). Ifølge Redecker & Johannessen (2013) har den digitale eksamensform positiv betydning for de studerendes motivation, koncentration og praestation.…”

Section: Digitale Prøver: De Studerendes Oplevelser Og Perspektiverunclassified

Digitale prøver – et litteraturstudie

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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 each case the performance on multiple-choice items was significantly higher (p < 0.001) than performance on the same items in the shortanswer test. However Ferrao (2010) found high correlation between scores on a multiple-…”

Section: "Effective Assessment and Feedback Can Be Defined As Practicmentioning

confidence: 99%

“…Selected-response can assess a large breadth of knowledge (Betts et al 2009, Ferrao 2010) whereas a test comprising constructed-response questions is likely to be more selective in its coverage. Use of selected-response questions also avoids issues of data-entry, particularly problematic in constructed-response questions when symbolic notation is required, for example in mathematics (Beevers & Paterson 2003, Jordan et al 2003, Ross et al 2006, Sangwin 2013).…”

Section: "Effective Assessment and Feedback Can Be Defined As Practicmentioning

confidence: 99%

E-assessment: Past, present and future

Jordan¹

2013

New Directions

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This review of e-assessment takes a broad definition, including any use of a computer in assessment, whilst focusing on computer-marked assessment. Drivers include increased variety of assessed tasks and the provision of instantaneous feedback, as well as increased objectivity and resource saving. From the early use of multiple-choice questions and machine-readable forms, computer-marked assessment has developed to encompass sophisticated online systems, which may incorporate interoperability and be used in students' own homes. Systems have been developed by universities, companies and as part of virtual learning environments.Some of the disadvantages of selected-response question types can be alleviated by techniques such as confidence-based marking. The use of electronic response systems ('clickers') in classrooms can be effective, especially when coupled with peer discussion. Student authoring of questions can also encourage dialogue around learning.More sophisticated computer-marked assessment systems have enabled mathematical questions to be broken down into steps and have provided targeted and increasing feedback. Systems that use computer algebra and provide answer matching for shortanswer questions are discussed.Computer-adaptive tests use a student's response to previous questions to alter the subsequent form of the test. More generally, e-assessment includes the use of peerassessment and assessed e-portfolios, blogs, wikis and forums.2 Predictions for the future include the use of e-assessment in MOOCs (massive open online courses); the use of learning analytics; a blurring of the boundaries between teaching, assessment and learning; and the use of e-assessment to free human markers to assess what they can assess more authentically.

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E‐assessment within the Bologna paradigm: evidence from Portugal

Cited by 38 publications

References 10 publications

E-assessment: Past, present and future

E-assessment: Past, present and future

Digitale prøver – et litteraturstudie

E-assessment: Past, present and future

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