Johnson_R_Johnson_S_a2.pdf (1.08 MB)
Generalise not specialise: design implications for a national assessment bank
conference contribution
posted on 2009-05-01, 12:28 authored by Rod Johnson, Sandra JohnsonWithin the framework of the Assessment is for Learning (AifL) programme1,
two systems of national assessment are currently operating in Scottish
schools: on-demand 5-14 National Assessments and the sample-based
Scottish Survey of Achievement. This paper will discuss issues surrounding
the design of an assessment bank intended to support both systems.2 It
focuses in particular on the considerations underlying decisions about the
structure of the shared materials database, the complex definition of an “item”
that had to be adopted in order to accommodate a wide range of assessment
types, the overall architecture of the wider information system, with its
component databases (one being the bank) and information management
subsystems, and the tensions arising from the need to accommodate the
requirements of different systems of assessment while avoiding the dangers involved in data repetition and redundancy.
History
School
- University Academic and Administrative Support
Department
- Professional Development
Research Unit
- CAA Conference
Citation
JOHNSON, R. and JOHNSON, S., 2006. Generalise not specialise: design implications for a national assessment bank. 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. 239-254Publisher
© Loughborough UniversityVersion
- AM (Accepted Manuscript)
Publication date
2006Notes
This is a conference paper.ISBN
095395725XLanguage
- en
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