Transcript Computer Aided Assessment using QuestionMark Perception

Computer Aided Assessment
using
QuestionMark Perception
by
Catherine Ogilvie
Educational Development Officer
Why Use CAA?
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enhance learning by
using CAA
broaden range of
knowledge
improve feedback to
both students and
lecturers
variety of
assessment
encourages and
motivates
infinitely repeatable
instant results
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objective and
consistent
reduce marking
loads
aid administration
efficiency
creation of easily
accessible banks of
questions
more interesting and
interactive
Pedagogy
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Staff development
Writing questions
 Designing feedback and scoring
 Analysing and improving test questions
 Construction of tests
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Course objectives and learning
outcomes
 Balance of assessment methods
 Embedding IT in teaching and learning
 Appropriateness of using CAA?
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QuestionMark Perception
Creates questions and
organises them into tests or
surveys for online delivery
Building an Assessment
Create a bank
of questions
Access tests
through the
internet
Organise into
tests
Publish onto
the webserver
Results collected
& analysed
Question Types
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Multiple Choice
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Assertion/Reason
True/False
Yes/No
Selection
Multiple Response
Likert Scale
Matrix
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Fill in the blanks
Text Match
SAQ / Essay
Hotspot
Drag and drop
Ranking
Numeric
Multiple Choice Questions
True / False
Multiple Response
Fill in the Blanks
Selection / drop down
Drag & Drop
Multimedia
The Student
student anxiety
 appropriate IT skills
 what's the motivation
 fair and equal access to resources
 additional support
 practice using sample tests
 clear instructions
 revision tutorials using formative CAA
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Feedback
Feedback is essential for learning
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Is response correct or
wrong
Be positive /
constructive
Give even if correct
Time to absorb
comments
Use graphics?
If wrong explain why
Be specific
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Be flexible - may need
to change the question
When to give feedback?
Further information and
resource links
Simple and friendly
Be encouraging
Be honest
Summative Assessment
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Question Checklist
Pre Examination Checklist
Examination Checklist
Contingency Plan
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Restart computers?
Transfer to new computer?
End assessment / exam?
Provide a paper copy?
Spare equipment?
Loss of results?
Potential of Cheating?
present same questions in random
order
 random questions from question bank
 randomise the order of the answer
choices/options
 privacy screens
 seating arrangements
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Areas to Consider . . .
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question design
integration of CAA
into the curriculum
available resources
formative or
summative
examination
checklists
purpose of the
assessment
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staff development
technological issues
contingency plans
feedback
the student
evaluation
randomisation
Some examples
Diagnostic, Summative, Continuous, CPD . . .
 Maths Diagnostic Tests
 Physiotherapy
 Hotel, Tourism & Retail Management
 Computing
 Nursing & Midwifery
 Engineering Diagnostic Tests
 Health and Safety Passport
 Pharmacy
Further Information
CELT, Learning Development, Useful
Links, CAA:
http://www.rgu.ac.uk/celt/learning/pag
e.cfm?pge=13710
 Try out a test at:
http://www2.rgu.ac.uk/q/perception.dll
Name: rgu
Password: rgu
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