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Learning from assessment: evaluating the benefits of DALI (diagnostic assessment learning interface)

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conference contribution
posted on 26.03.2009 by Hershbinder Mann, Guinevere Glasfurd-Brown
The DALI Project is a Teaching and Learning Innovation Fund (TALIF) pilot study at the University of Essex. DALI (Diagnostic Assessment Learning Interface) is an add-on to QuestionMark Perception (1), which enables students to see how well they’ve performed in each topic (a group of questions). It provides learners and instructors with multiple ways to view assessment information in order to gauge progress in specific topic areas. The DALI interface: 􀂃 allows a student to select the score level that they wish to achieve; 􀂃 highlights the last topic-based feedback provided to the learner; 􀂃 provides statistics associated with any selected topic; and 􀂃 displays topic descriptions as learning objectives. The paper discusses how the project aimed to understand better the use of online assessment with a particular focus on the student experience. Data were collected on matters such as what the students perceive to be the merits and demerits of online assessment, and what motivated or discouraged them from using it. These issues are particularly salient: the National Student Survey has shown assessment and feedback to be a particular concern for students. As the market for e-delivery expands more thought needs to be given to how students learn with e-learning, and the ways in which this should inform the design of elearning activity, including e-assessment.
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  • University Academic and Administrative Support

Department

  • Professional Development

Research Unit

  • CAA Conference

Citation

MANN, H. and GLASFURD-BROWN, G., 2006. Learning from assessment: evaluating the benefits of DALI (diagnostic assessment learning interface). IN: Danson, M. (ed.). 10th CAA International Computer Assisted Assessment Conference : Proceedings of the Conference on 4th and 5th July 2006 at Loughborough University. Loughborough : Lougborough University, pp. 263-270

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© Loughborough University

Version

AM (Accepted Manuscript)

Publication date

2006

Notes

This is a conference paper

ISBN

095395725X

Language

en

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