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A definition for effective assessment and implications on computer-aided assessment practice

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conference contribution
posted on 24.09.2013 by Stephen Broughton, Paul Hernandez-Martinez, Carol Robinson
For a decade, computer-aided assessment (CAA) has been used extensively with first-year mathematics and engineering undergraduates studying mathematics modules at the institution under investigation. This project sought to evaluate the effectiveness of CAA. Using assessment literature and activity theory to frame the study, this paper explores the aims of assessment and what it means for assessment to be “effective”: it proposes a definition for effective assessment and discusses whether CAA can be considered effective assessment by this definition.
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School

  • Science

Department

  • Mathematics Education Centre

Citation

BROUGHTON, S.J., HERNANDEZ-MARTINEZ, P. and ROBINSON, C.L., 2013. A definition for effective assessment and implications on computer-aided assessment practice. IN: Lindmeier, A.M., Heinze, A. (eds). 37th Conference of the International Group for the Psychology of Education (PME 37), Kiel, Germany, July 28th - August 2nd, vol. 2, pp.113-120.

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International Group for the Psychology of Mathematics Education (© the authors)

Version

AM (Accepted Manuscript)

Publication date

2013

Notes

This is a conference paper.

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Language

en

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