E- ASSESSMENTWhy use it .. whatever it is?

Phil Davies

School of Computing

University of Glamorgan

DefinitionsE-Assessment

• E ?• False assumption Electronic ---- EASY

• Assessment ?• What do student know? Judging? Grading?

• Means of Learning– FEEDBACK

Types of Assessment• Formative

– Ask a question– Get an answer– Are they right .. Tell them– Explainative

• Summative– whatever you answer will be judged / graded

• Can Formative / Summative Mix?

Objective / Subjective Testing

• Objective– Right or wrong … True of False .. Multiple

Choice Questions

• Subjective– Opinion …. Personalised … Essays

• Can they be Mixed?

On-Line Assessment &

Learning … OLAL• Level Two Degree .. Computer

Communications & Networks

• Failures High … Programming to Demonstrate .. Technical Subject .. Essay-type answers in examinations

• Assess .. “Knowledge” “Understanding” “Learning Outcomes” …. Directed

The First Test

• 40 Questions / Formative

• Time Consuming / Difficult to create sensible distractors / Rocket Science

• I thought … Average 1 minute per question

• Actual … all finished in ten minutes …

apart from one who took 50 minutes• Why? No reason to think

On Line Assessment & LEARNING

• Four Tests

• Weeks 3,6,9,12 = 5%, 10%, 15% 20%

• Cumulative

• Two Passes of SAME test

• Learning .. Short term?

• Slowed Down .. Thought about WHEN WRONG .

But that is just lowering standards!!! Need Exams

• Week 13/14 of a 15 week module

• 20 Key Points per Module

• Five Examination Questions – 25% of Module Assessed

• Answer 3 Out of 5 Questions– 15% of Module Assessed

• 40% Pass Mark … 60% WRONG

• Feedback …. Learning !!!

Proper Essays Needed !!!

• E.H.F.F

– Excessive Help From Friends

• Assess group of students not individual

• Photocopying of Assignments

• Anonymity Removes Grouping

• Formative => FEEDBACK???

What about Subjective?

• Essays

• Marking / Feedback ???

• Computerised Assessment by Peers

• Computerised Assessment with

Plagiarism

• Use students to mark and give feedback

C.A.P. results

• Students learn from marking peers >80%

• Find good links to help them

• Copy good practice .. Future work

• Learn from explanations at their level

• Aim future work at marker .. Know what is needed

• Higher level skills .. Analysis / Evaluation

Integration Objective & Subjective

• Essay

• Multiple choice based on essay content

• Mark peer work

• Multiple choice based on essay content

• Reason for marking in a diligent manner

• Marks for Marking

Problems

• Standards in comments (honest!!)

• Range of marks .. Expectations

• “I had a low mark because my markers had higher expectations than I did”

• “Didn’t know what to look for...”

• Can C.A.P. system .. E … get round these problems

Standard of expectation

• Average over or under mark from median … compensation factor

• Run application to modify marks

• Compensated mark becomes actual mark put forward for assessment

• Accepted

• Use as a statistical judge of marking process

Use C.A.P. to encourage learning at level one, or is it plagiarism?

• Essay one 5% essay + 5% for marking

• Essay two 5% essay + 5% for marking

• Essay three 5% essay + 5% for marking

• ESSAY FOUR … TUTOR MARKED .. 40% .. COMPOSITE OF ESSAYS 1,2 & 3

• Pass rate / learning outcomes / learn / content & style

• 30% Objective MCQ

Level Three .. Higher Order

• Self-Assessment– Standard of Expectation

• Peer-Assessment

• Reflective Self-Assessment

• Marks for Marking using Standard of Expectation for statistical purposes

• 96% trusted or identified via reflective self-assessment within 10%

Problems

• Feedback varies

• Judgment both on comments and statistical

• Tim “nice but dim”

• “why did you give me 3/10”

• “what do you mean by”

• “But I did include this, you missed it”

• ANONYMOUS

If subjective testing is “sorted”, what about objective?

• In the recent World cup qualifier between England and Greece, who scored the all important equalizing goal?

• David Beckham

• Victoria Beckham

• Brooklyn Beckham

Rewards?

• Know it

• On the tip of my tongue

• Deduce

• Guess

• Know it … oh no I’ve got it wrong

2000 +2 -1

05

1015202530

90to99

80to89

70to79

60to69

50to59

40to49

30to39

20to29

10to19

0to9

2000 +2 -1

2001 +4 +2 +1 -2 -1 0

05

1015202530

2001 +4 +2 +1 -2-1 0

2000 +2 -1

05

1015202530

90to99

80to89

70to79

60to69

50to59

40to49

30to39

20to29

10to19

0to9

2000 +2 -1

2001 +5 +3 +1 -2 -1 0

05

1015202530

2001 +5 +3 +1 -2-1 0

E-Assessment

• Need tools … fairly cheap …. ME!!

• Could use MLE’s MCQ environment

• Anonymous email

• MUST know why you are doing it

• What will YOU and the STUDENTS GAIN?

• E = EASY Assessment = LEARNING

Quality of a multiple choice question?

• In the recent World cup qualifier between England and Greece, who scored the all important equalizing goal?

• Teddy Sheringham• Michael Owen• Robbie Fowler• QUALITY OF QUESTION NOT

DISTRACTORS

C.P.A.S.S• “My exam results are useless because the

students can’t write essays”

• “Where are they taught how to write essays for technical answers?”

• “Expect them at level three to be able to write essays”

• CPASS .. Practice answering exam type questions

Modified Quotes

• … the most important thing we do for our students is to provide an assessment environment, so that their work is assessed in a qualitative, formative and trusted manner, whilst facilitating student learning.

• ….. good tutors are guides who help their students to dispense with their services both as teachers and assessors