Access Restriction

Author Dalziel, James
Source CiteSeerX
Content type Text
File Format PDF
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Learning Process ♦ Web-based Learning ♦ Regular Selftesting ♦ Valuable Role ♦ Overall Learning Outcome ♦ Learning Material ♦ Stand-alone System ♦ Rapid Scoring ♦ Metacognitive Skill ♦ Primary Motivation ♦ Discipline Specific ♦ Assumed Understanding ♦ Problem Area ♦ Specific Error ♦ Caa-based Identification ♦ Practice Question ♦ Emergent Understanding ♦ Generic Level ♦ Course Exam ♦ Formal Assessment
Abstract Computer assisted assessment (CAA) has become increasingly popular for formal assessments such as course exams, and a number of web-based and stand-alone systems have been developed for this purpose. A primary motivation for the use of CAA in exams is efficiency, such as in the presentation of materials, collation of responses, and rapid scoring and feedback to students. However, CAA can also play a valuable role during the learning process. Practice questions with feedback can be integrated within other learning materials and activities to assist with consolidation of understanding during learning. This use of CAA provides learners with an opportunity to test their emergent understanding, and in particular, to quickly identify failures in assumed understanding. CAA-based identification of problem areas during the learning process has the potential to enhance the metacognitive skill of self-assessment on the part of the learner, in addition to correcting specific errors. As a result, regular selftesting and feedback during learning via CAA may significantly enhance overall learning outcomes at both discipline specific and generic levels. This is particularly appropriate for web-based learning.
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study
Publisher Date 2001-01-01