Online and Computer aided assessment Research Papers

In order to reduce the observer variability in radiographic scoliosis assessment, a computer-aided system was developed. The system semi-automatically measured the Cobb angle and vertebral rotation on posteroanterior radiographs based on... more

This paper outlines the key issues of remotely invigilated online exams (RIOEs) and presents ways to avoid and resolve the issues for educators who are considering implementing them. The purpose of this paper is to share the lessons... more

The concept of a portfolio as a collection of items that inform decision making is certainly not new and the term electronic portfolio or e-portfolio emerged in the early 1990’s concurrent with the emergence of e-learning and the World... more

The concept of a portfolio as a collection of items that inform decision making is certainly not new and the term electronic portfolio or e-portfolio emerged in the early 1990’s concurrent with the emergence of e-learning and the World Wide Web. And just as e-learning has evolved, so has our understanding of the value and usage of e-portfolios for augmenting multiple endeavors.
E-portfolios offer a scalable and comprehensive means to document individual and organizational progress towards defined goals and objectives, market talent, engage in assessment and evaluation, expand professional development, examine the efficacy of operations, support learning, supervise projects, and engage in student and/or labor management.
As e-portfolio use continues to grow exponentially, growth is hindered by misunderstanding, misinformation, and misuse. A well rounded discussion of e-portfolios as they apply to multiple endeavors has been missing from the literature. This book seeks to begin this discourse by bringing together the varied applications of e-portfolios in one cohesive volume.
This book incorporates the knowledge and experience of a host of experts. Hundreds of proposals were considered and the fifteen chapters included represent the most comprehensive and well rounded discussion of e-portfolios compiled to date.
This book is purposed to assist readers across multiple sectors and geographic boundaries in the understanding, development, design, selection, and implementation of e-portfolios.
This book has been divided into four sections. The first section provides an overview and understanding of e-portfolios and their applications, offers methodology for system selection, and discusses several system options and considerations. The second section examines the use of e-portfolios by organizations and businesses as well as for professional development. The third section discusses the applications of e-portfolios in all levels of education, implications for assessment and accreditation, and offers a number best practices illustrated by meaningful examples. The fourth section explores government usage and support of e-portfolios across the globe.

Title: The E-portfolio Paradigm: Informing, Educating, Assessing, and Managing with E-portfolios
Editor: Nicole Buzzetto-More
Publisher: Informing Science, 2010
ISBN: 1932886257, 9781932886252
Length 328 pages
Available through Google Books at: https://books.google.com/books?id=6MYVu4TbLcMC&dq=The+E-Portfolio+paradigm:+Informing,+educating,+assessing,+and+managing+effectively+with+e-portfolios&source=gbs_navlinks_s

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- by Nicole Buzzetto-Hollywood
- •
- 12
  Instructional Design, E-learning, Assessment, Eportfolio

The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method, to the examination based on constructed-response questions (CRQs). Despite that MCQs have an advantage concerning... more

Increased class sizes are forcing academics to reconsider approaches to setting and marking assessments for their students. Distributed and distance learning are creating some of the biggest changes. Some educators are embracing new... more

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- by Agota Tongori PhD
- •
- 8
  Assessment, Digital Literacy, ICT in Education, ICT

A napjainkban az élet minden területén tapasztalható technológiai fejlĘdés a mĦveltség fogalmának újraértelmezését is magával hozta OECD, 2010). Az olvasási, írás-, és számolási készségek mint alapkészségek a digitális technológiák... more

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- by Agota Tongori PhD
- •
- 7
  Assessment, Digital Literacy, ICT in Education, ICT

Our technology-rich world demands developed information and communication technology literacy (Molnár, 2011). Technology has advanced educational assessment tools (Csapó, Ainley, Bennett, Latour and Law, 2012). Simulation-type computer... more

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- by Agota Tongori PhD
- •
- 7
  Assessment, Digital Literacy, ICT in Education, ICT

Increased class sizes are forcing academics to reconsider approaches to setting and marking assessments for their students. Distributed and distance learning are creating some of the biggest changes. Some educators are embracing new... more

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- by Martin Dick
- •
- 8
  Assessment, Distance Learning, Higher Order Thinking, New Technology

The method of computer-based testing is not new, being widely introduced both as cost-effective, quick for administering. Universities where English is not the language of tuition also seek ways of efficient assessment with the help of... more

The method of computer-based testing is not new, being widely introduced both as cost-effective, quick for administering. Universities where English is not the language of tuition also seek ways of efficient assessment with the help of computer-based tests. However, there are some challenges of testing low-level learners, as there are very few valid ready-made tests designed for pre-A1 adult learners due to numerous factors: insufficient number of test versions, limitations of defining appropriate language items for testing, etc. Test-designers face challenges connected with choosing test constructs in general, vocabulary and grammar items in particular, finding appropriate sound tracks. The data described in the article present the results of two different tests: one that is offered by Russian federal test-designing body for university students irrespective of their level and the other is the first test that was designed specifically for pre-A1 adult students. The tests were administered as the achievement end-of-semester tests for first-year students of STEM subjects. The article presents the year 2015-2016 the number of pre-A1 learners entering the university was 20% of all first-year students (N=508). At the end of the first semester the Federal Internet Exam in Professional Education (FEPE) was administered as an independent computer-based test for university students as an achievement test. However, the failure rate among pre-A1 students was 100%. According to the University internal regulations, a student has to get at least 40% of the test tasks correctly to pass. Therefore, the need for context-specific pre-A1 achievement test was obvious. The test was designed by the end of the second term and included tasks on Reading (with use of English tasks integrated), Writing and Listening. The time limit was set at 40 minutes. The test results show that only 1 pre-A1 learner (out of the total number of 59 students who took the test) failed. The article dwells upon issues that test-designers face while meeting the requirements of testing pre-A1 learners, and suggests some practical implications into designing tests for pre-A1 learners.

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- by Tatiana Rasskazova and +2
  Anna Astanina
  Irina Beliaeva
- •
- 3
  Language Assessment, Teaching EFL, Online and Computer aided assessment

Research in math education emphasises -since TIMSS and PISA -on extended problem solving skills and mathematical processes. But, to solve complex and real life problems students also need to be proficient in the "basic" skills like... more

Customer-Driven Development is a technique from the software development method called extreme Programming (XP) where customers (most importantly including end users of all levels) are closely involved in the software design and redesign... more

The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method against the oral examination (OE) method. MCQs are widely used and their importance seems likely to grow, due to their... more

The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method against the oral examination (OE) method. MCQs are widely used and their importance seems likely to grow, due to their inherent suitability for electronic assessment. However, MCQs are influenced by the tendency of examinees to guess answers, warranting research concerning scoring rules different from the simple positive-grades-only scores rule. Alternatively, OE is used in tertiary education, since it enables the assessment of intellectual capabilities and personal traits to a level not found in most other examination formats. However, the significant resource requirements of OE, especially in structured forms, might excessively strain the resources of academic institutions. In the present study, an MCQ test was given to examinees, in the framework of a computer-based learning system. The same examinees took also an OE possessing elements of structure, with three examiners concurrently and independently grading each of the examinees. In the MCQs examination a set of pairs of MCQs was composed. The MCQs in each pair were similar concerning the same topic, but this similarity was not evident for an examinee that did not possess adequate knowledge on the topic addressed in the questions of the pair. The scoring of the paired questions avoided the procedure of mixed-scoring, i.e., both positive and negative markings, while at the same time a pair-wise bonus/penalty scoring rule was adopted. The results of the "paired" MCQs examination, when using the pair-wise scoring rule, were statistically indistinguishable with the grades produced by the OE, when made to the same sample of students, on the same topics and with the same levels of difficult. Both the results of the paired MCQs examination, when using the pair-wise scoring rule, and the OE results differed significantly from those obtained by scoring the same MCQs using a positive-grades-only scoring rule that ignored the pairing of MCQs.

The use of computer-aided assessment (CAA) can provide lecturing staff with easy cost-effective solutions to heavy marking workloads. This case study explores the implementation of CAA into a limited number (n=2) of level 1 modules. The... more

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- by Kay Biscomb and +1
  Tracey Devonport
- •
- 9
  Higher Education, Tourism, Case Study, Cost effectiveness

The use of computer-aided assessment (CAA) can provide lecturing staff with easy costeffective solutions to heavy marking workloads. This case study explores the implementation of CAA into a limited number (n=2) of level 1 modules. The... more

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- by Kay Biscomb
- •
- 9
  Higher Education, Tourism, Case Study, Cost effectiveness

Developing unambiguous and challenging assessment material for measuring educational attainment is a time-consuming, labor-intensive process. As a result Computer Aided Assessment (CAA) tools are becoming widely adopted in academic... more

Ubiquitous technological devices in our environment have determined the need for the confident use of basic technology and the development of ICT literacy identified as a key competence by the European Council . The study introduces an... more

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- by Agota Tongori PhD
- •
- 8
  Assessment, Digital Literacy, ICT in Education, ICT

Technologies (ICT). The continuous advances in technology enable the realisation of a more distributed structure of knowledge transfer. This becomes critically important for developing countries that lack the resources and infrastructure... more

In this paper Computer Aided Assessment (CAA) systems involving the delivery of questions across the web that are underpinned by Computer Algebra (CA) packages are discussed. This underpinning allows students to enter answers, have them... more

Increased class sizes are forcing academics to reconsider approaches to setting and marking assessments for their students. Distributed and distance learning are creating some of the biggest changes. Some educators are embracing new... more

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- by Martin Dick
- •
- 8
  Assessment, Distance Learning, Higher Order Thinking, New Technology

Assessment is an essential element in learning processes. It is therefore not unsurprising that almost all learning management systems (LMSs) offer support for assessment, e.g., for the creation, execution, and evaluation of multiple... more

The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method, to the examination based on constructed-response questions (CRQs). Despite that MCQs have an advantage concerning... more

The Mathletics database now comprises many mathematical topics from GCSE to level 2 undergraduate. The aim of this short paper is to document, explore and provide some solutions to the pedagogic issues we are facing whilst setting online... more

Purpose. This study was done to evaluate the variability of semiautomated volume measurements of solid pulmonary nodules between two different versions of the same volumetric software. Materials and methods. The volumes of 100 solid... more

Purpose. This study was done to evaluate the variability of semiautomated volume measurements of solid pulmonary nodules between two different versions of the same volumetric software. Materials and methods. The volumes of 100 solid intraparenchymal nodules (mean volume 88.10 mm 3 ; range 7.36-595.25 mm 3 ) studied with the same multidetector computed tomography (MDCT) protocol were determined using two different versions of the same volumetric software (LungCARE 2006G and LungCARE 2007S). The 2006G version is based on a single-segmentation algorithm, whereas the newer version features two algorithms: SmallSizeNodule and AllSizeNodule. The results obtained with the 2006G version were compared with those of the 2007S version with the SmallSizeNodule algorithm, as recommended by the user manual. In addition, we compared the volumetric measurements obtained by the two different algorithms of the 2007S version. Results. The 2006G version and the 2007S version with the SmallSizeNodule algorithm agreed in only two of 100 cases and showed a mean variability of 1.66% (range 0%-8.78%). A more significant volumetric discrepancy was observed between the two different algorithms of the Riassunto Obiettivo. Scopo del nostro studio è stato valutare la variabilità delle misurazioni volumetriche di noduli polmonari solidi dovuta all'utilizzo di diverse versioni dello stesso software di volumetria. Materiali e metodi. I volumi di 100 noduli polmonari solidi intraparenchimali (volume medio di 88,10 mm 3 ; range 7,36-595,25 mm 3 ) sottoposti a tomografia computerizzata (TC) multidetettore con lo stesso protocollo d'esame sono stati misurati con 2 versioni diverse dello stesso software di volumetria (LungCARE 2006G e LungCARE 2007S). La versione 2006G presenta un unico algoritmo di segmentazione mentre la versione 2007S è dotata di 2 algoritmi chiamati SmallSizeNodule e AllSizeNodule. I risultati della versione 2006G sono stati confrontati con quelli della versione 2007S ottenuti con l'algoritmo SmallSizeNodule come consigliato dal manuale del software. Sono stati inoltre confrontati tra loro i risultati delle volumetrie ottenute con i diversi algoritmi della versione 2007S. Risultati. La versione 2006G e la versione 2007S con algoritmo SmallSizeNodule hanno dato un risultato sovrapponibile solo in 2 casi su 100 ed hanno esibito una variabilità volumetrica media dell'1.66% (range 0%-8,78%). Una discrepanza volumetrica assai maggiore CHEST RADIOLOGY RADIOLOGIA TORACICA

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- by Giuseppe Battista and +1
  Tommaso Bartalena
- •
- 8
  Algorithms, Software, Three Dimensional Imaging, Online and Computer aided assessment

The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method, to the examination based on constructed-response questions (CRQs). Despite that MCQs have an advantage concerning... more

The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method against the oral examination (OE) method. MCQs are widely used and their importance seems likely to grow, due to their... more

The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method against the oral examination (OE) method. MCQs are widely used and their importance seems likely to grow, due to their inherent suitability for electronic assessment. However, MCQs are influenced by the tendency of examinees to guess answers, warranting research concerning scoring rules different from the simple positive-grades-only scores rule. Alternatively, OE is used in tertiary education, since it enables the assessment of intellectual capabilities and personal traits to a level not found in most other examination formats. However, the significant resource requirements of OE, especially in structured forms, might excessively strain the resources of academic institutions. In the present study, an MCQ test was given to examinees, in the framework of a computer-based learning system. The same examinees took also an OE possessing elements of structure, with three examiners concurrently and independently grading each of the examinees. In the MCQs examination a set of pairs of MCQs was composed. The MCQs in each pair were similar concerning the same topic, but this similarity was not evident for an examinee that did not possess adequate knowledge on the topic addressed in the questions of the pair. The scoring of the paired questions avoided the procedure of mixed-scoring, i.e., both positive and negative markings, while at the same time a pair-wise bonus/penalty scoring rule was adopted. The results of the "paired" MCQs examination, when using the pair-wise scoring rule, were statistically indistinguishable with the grades produced by the OE, when made to the same sample of students, on the same topics and with the same levels of difficult. Both the results of the paired MCQs examination, when using the pair-wise scoring rule, and the OE results differed significantly from those obtained by scoring the same MCQs using a positive-grades-only scoring rule that ignored the pairing of MCQs.

In e-testing it is important to administer tests composed of good quality question items. By the term “quality” we intend the potential of an item in effectively discriminating between strong and weak students and in obtaining tutor’s... more

The use of computer-aided assessment (CAA) can provide lecturing staff with easy costeffective solutions to heavy marking workloads. This case study explores the implementation of CAA into a limited number (n=2) of level 1 modules. The... more

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- by Tracey Devonport
- •
- 9
  Higher Education, Tourism, Case Study, Cost effectiveness

In this paper Computer Aided Assessment (CAA) systems involving the delivery of questions across the web that are underpinned by Computer Algebra (CA) packages are discussed. This underpinning allows students to enter answers, have them... more

A környezetünk minden szegmensét átható technológia térnyerésének következtében alapkövetelmény az információs és kommunikációs technológia magabiztos használata, a kulcskompetenciaként megjelölt (Európa Tanács, 2004) IKT műveltség... more

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- by Agota Tongori PhD
- •
- 7
  Assessment, Digital Literacy, ICT in Education, ICT

Computer-aided assessment (CAA) has been used at a university with one of the largest mathematics and engineering undergraduate cohorts in the UK for ten years. Lecturers teaching mathematics to first year students were asked about their... more

Online and Computer aided assessment

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