king01.pdf (69.84 kB)
Using computer-aided assessment to test higher level learning outcomes
conference contribution
posted on 2006-05-22, 16:19 authored by Emma Duke-Williams, Terry KingThis paper sets out an approach using a revised Bloom's taxonomy of learning
objectives for the careful design of objective questions to assist in the assessment of
higher learning outcomes (HLO’s) and details the creation and evaluation of a
variety of such questions. This has been done within the context of two constraints;
the use of popular, commercially available computer-aided assessment (CAA)
software, specifically Question Mark Perception and Half-Baked Hot Potatoes, and
the assumption of limited learning technologist support. It examines the problems
inherent in the design of objective questions for HLO’s (specifically at the levels of
Application, Analysis and Evaluation) and introduces a framework by which
systematic design may be carried out. It examines the mode of design, construction
and evaluation of 22 such objective questions devised for formative assessment for
two post-graduate course units in Information Systems, involving two groups of
students, 37 in total. The results from the trialing of these questions raises issues of
crucial differences in CAA software for feedback, scoring and delivery. The paper
examines key statistical indicators of question quality (facility and discrimination
indices), as well as the results of interviews with students, to drawn conclusions
about the best use of question types, student preparation for tests, and discusses
key issues in question preparation. It concludes with an examination of the main
advantages and disadvantages of using CAA for HLO’s referring to the resource
overheads needed and the problems inherent in the process.
History
School
- University Academic and Administrative Support
Department
- Professional Development
Research Unit
- CAA Conference
Pages
71515 bytesCitation
DUKE-WILLIAMS and KING, 2001. Using computer-aided assessment to test higher level learning outcomes. Proceedings of the 5th CAA Conference, Loughborough: Loughborough UniversityPublisher
© Loughborough UniversityPublication date
2001Notes
This is a conference paper.Language
- en