WeBAL: A Web-Based Assessment Library to Enhance Teaching and Learning in Engineering

Aller, Betsy M.; Kline, Andrew; Tsang, Edmund; Aravamuthan, Raja; Rasmusson, Andreas; Phillips, Cynthia C.

doi:10.1109/te.2005.858390

Cited by 13 publications

(4 citation statements)

References 11 publications

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“…In this regard, a rubric should be designed or selected accordingly [30], [31]. Moreover, multiple specific and single point in time rubrics can be used in conjunction with a single general and developmental over time rubric.…”

Section: ) Plan Assessment and Evaluation Processesmentioning

confidence: 99%

On combining gamification theory and ABET criteria for teaching and learning engineering

Cabezas

2015

2015 IEEE Frontiers in Education Conference (FIE)

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The main contribution of this paper is the introduction of a continuous improvement cycle for devising teaching scenarios and conducting learning experiences in engineering. The proposed cycle consists of seven steps on which gamification theory and ABET criteria are combined. It arose from the adaptation of a gamification design framework, commonly used in industry, into the specific context of high quality education in engineering. It is formulated at high level. Consequently, it should be useful for practitioners having different requirements and expectations. A developed practice, following the proposed cycle, is presented, discussed and evaluated. In particular, the proposal is applied and exemplified, in a scenario for teaching introductory concepts of computer programming in a first-year course. A digital game was used within a gamified learning experience, as a teaching tool. However, the learning process does not rely solely on the use of the game by itself. Moreover, the devised scenario has a purpose beyond edutainment: contributing to achievement of student outcomes, under a continuous improvement approach, according to ABET. A quantitative and qualitative evaluation of the developed practice was performed. A positive impact on students' emotional engagement and behavior was observed as a result of the evaluation process.

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Section: ) Plan Assessment and Evaluation Processesmentioning

confidence: 99%

On combining gamification theory and ABET criteria for teaching and learning engineering

Cabezas

2015

2015 IEEE Frontiers in Education Conference (FIE)

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“…Electronic systems should offer a complete approach, covering the actual marking process in addition to management aspects (Jones et al 2005). Electronic systems can positively influence links between assessment and teaching and learning (Buzzetto-More and Alade 2006) and can increase the awareness of staff regarding assessment approaches (Aller et al 2005). Electronic systems can contribute to staff development by facilitating sharing of marking comments among colleagues (McKenzie 2004).…”

Section: Additional Aspects Around Electronic Supportmentioning

confidence: 99%

Applying a framework to evaluate assignment marking software: a case study on Lightwork

Heinrich

Milne

2012

Research in Learning Technology

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This article presents the findings of a qualitative evaluation on the effect of a specialised software tool on the efficiency and quality of assignment marking. The software, Lightwork, combines with the Moodle learning management system and provides support through marking rubrics and marker allocations. To enable the evaluation a framework has been developed that is based on an extensive literature review and interviews with academics in tertiary settings. The framework introduces key factors that are crucial to educationally sound and efficient assignment marking. The use of Lightwork is compared to the prior experiences of participants who used either electronic-or paper-based approaches. The findings are analysed using the framework. The study indicates that Lightwork is well suited to support efficient, high quality assignment marking. It is suggested that the evaluation framework can be used for future studies in this area.

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“…In many automated assessment systems, MCQ formats are common and assessment libraries or question data banks are frequently used (Aller et al 2005;Quellmalz and Haertel 2004). Forced-choice (or MCQ) questions have been criticized for: (1) their ineffective assessment of skills, competencies and depth of knowledge; (2) the difficulty in drawing a fine line between acceptable and available choices; and (3) the assumption that instructors can produce effective and error-free MCQ in their subject area which can result in students using strategies involving guess work, risk taking and the memorization of anticipated questions (Dudley 1973;Premadasa 1993).…”

Section: Common Mcq Format and Assessment Scopementioning

confidence: 99%

Electronic assessment issues and practices in Pakistan: a case study

Sangi

2008

Learning, Media and Technology

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Electronic assessment (e-assessment) methods are at an early stage of development at various levels of education in South East Asian region. Until the primary resource requirements of the various educational institutions have been met in terms of providing an effective and efficient e-assessment system, a range of problems will arise for the individuals and organizations seeking to implement e-assessment. Key e-assessment issues are related to academic, economic, technological, ethical and social factors, and play an important role in determining the types of e-assessment needed at a given institution. In order to identify the status and scope of e-assessment activities in South East Asia, a survey was conducted in Pakistani educational institutions of higher learning highlighting current e-assessment practices and activities. The paper identifies the current practices, needs and preferences of institutions regarding e-assessment methods, discusses the implications with respect to issues identified and draws conclusions for future development.

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WeBAL: A Web-Based Assessment Library to Enhance Teaching and Learning in Engineering

Cited by 13 publications

References 11 publications

On combining gamification theory and ABET criteria for teaching and learning engineering

On combining gamification theory and ABET criteria for teaching and learning engineering

Applying a framework to evaluate assignment marking software: a case study on Lightwork

Electronic assessment issues and practices in Pakistan: a case study

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