Using internet-based on-line assessment: A case study (original) (raw)
Related papers
The use of on-line summative assessment in an undergraduate financial accounting course
Journal of Accounting Education, 2008
According to the Quality Assurance Agency [QAA (2006). Section 6: Assessment of students, Code of practice for the assurance of academic quality and standards in higher education. <http:// www.qaa.ac.uk/>. Accessed 14.03.2007] ''Assessment describes any processes that appraise an individual's knowledge, understanding, abilities or skills" and is inextricably linked to a course or programme's intended learning outcomes. Assessment also has a fundamental effect on students' learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. Computer-aided assessment (CAA) offers an option for ''sustainable assessment" and provides opportunities for creating innovative assessment practices that help engage students and increase their motivation for learning. This paper reports the findings of a qualitative study where a series of on-line summative assessments were introduced into a first-year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation, and engagement.
ONLINE ASSESSMENT: MAKE IT SIMPLE
2010
There is an ongoing project on the University of Porto (U.PORTO) that aims the association of two didactical tools of information and communication technologies: elearning and computer based assessment (CBA).
The effect of interactive on-line learning systems on student learning outcomes in accounting
Journal of Accounting Education, 2006
We examine the association between student use of a unique, interactive, on-line learning system known as MarlinaLSä and the learning outcomes achieved by students in a major second year undergraduate accounting subject over the period 2002-2003. Primarily, we explore the relationship between students' use of MarlinaLSä, an on-line system developed specifically to enhance reciprocal learning, and the examination performance of those students. Our results show that students' use of MarlinaLSä is positively associated with their examination performance and also with the internal assessment result achieved. We also find that the extent of usage of the MarlinaLSä system by students varies systematically based on a number of defined characteristics. The study enhances our understanding of the role of teaching strategies generally, and, more specifically, the role of interactive on-line learning systems in improving student learning outcomes.
British Journal of Educational Technology, 2009
According to the Quality Assurance Agency, ' Assessment describes any processes that appraise an individual's knowledge, understanding, abilities or skills', and is inextricably linked to a course or programme's intended learning outcomes. It also has a fundamental effect on students' learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. Eassessment offers opportunities for creating innovative assessment practices that help engage students and increase their motivation for learning. The paper reports the findings of a qualitative study undertaken in the academic years 2006-07 and 2007-08 where a series of online summative assessments were introduced into a 1st-year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation and engagement.
On Line Support, Online Assessment: Education without Boarders
The need to new technology in teaching and learning process grows substantially. More recently, the integration of Information Technology (IT) into online teaching is of great importance for education. Nowadays, teachers have to think globally, due to the fact that the image of education is undergone drastic changes; thus, the time is right to move beyond the walls of traditional classes and methods in order to join with other educational centers to revitalize education. According to Haag [1], Information Technologies are set of tools that can help to provide the right people with information at the right time. Given the findings, due to the emergence of distance learning, online courses and virtual universities, e-assessment has taken a prominent place in effective teaching and meeting the learners' educational needs. The purpose of this paper is twofold: first, it elaborates on elearning and argues that how and why e-assessment is becoming widely used by educationalists and an administrator over paperbased assessment and then; it introduces some effective strategies for online assessment.
Online Assessment: Goals, Problems, and Experience
This paper reports on the experience gained during the implementation and operation of an online assessment system for recruitment of engineering and computer science students. We identified problems that have to be solved to make online assessment a worthwhile building block of university admission. The presented work includes techniques for evaluating and monitoring online assessment processes.
Usage of online assessment in the Faculty of Business: report and recommendations
2010
This paper examines important themes linked to online assessment and appropriate use of this assessment medium in the Faculty of Business. As things stand, there are some limitations to their use and some of these limitations are not always known or understood, such is the recency of this type of assessment. There is good theoretical and practical reason to propose that the application or adoption of the preceding recommendations to the Faculty’s assessment practices would help substantially in addressing the issue of academic integrity in online assessment which currently challenges the Faculty. The use of online assessment in higher education, in particular computer mediated assessment (CMA) and online quizzes, has been growing in response to pedagogical and organisational efficiency drivers and with the increasing availability of technology and online assessment software options. However, the use of online assessment is not without its challenges, and some of these challenges war...
Law Students' Perceptions of Online Self-Assessment Assignments in an Accounting Module
2015
The low throughput of accounting students constitutes a major challenge at the University of South Africa (Unisa), a distance education institution, and in particular, to Law students who need to pass a basic introductory Accounting module as part of their Bachelor of Laws (LLB) degree. As this module normally involves these students’ first encounter with accounting concepts, it was evident that a different learning approach was needed from that used for their Law subjects. In South Africa, where internet connectivity remains an obstacle for synchronous learning, distance-learning institutions are constantly being challenged to lessen the negative effect of distance on the students’ learning experience. Therefore, asynchronous online student support is often used at Unisa to improve current distance-learning practices as such support also has the potential to enhance students’ learning outcomes. To assist these LLB students, lecturers in the Accounting module incorporated various as...
The rigours of on-line student assessment-lessons from e-commerce
Computers in Education, 2002
Moving to Web-based student assessment is a natural progression from current deployment of Web-based delivery of teaching materials. This paper notes similarities in requirements between network-based student assessment and network-based e-commerce. The parallels are instructive since they indicate the stringent technical demands that must be met by both contexts if confidence is to be assured. Furthermore, we argue that the student assessment context faces more severe constraints than the e-commerce scenario. The paper concludes with proposed techniques that move toward the required levels of assurance, and indicates that adequate on-line student assessment is a loftier goal than secure ecommerce.
Students' Perceptions of Online Assessment: A Case Study
Journal of Distance Education, 2004
For many reasons the use of computer-assisted assessment (CAA) is increasing. Although computer-based examinations increase in use, research is lacking about students' perceptions of online assessment in general and of categorized fields of online assessment systems. The aim of the study was to investigate students' perceptions of the use of CAA and to investigate the potential for using student feedback in the validation of assessment. To determine the students' perceptions of online assessment, an examination Web site was developed and implemented as part of the assessment of Masaüstü Yayincilik (Desktop Publishing), a course given by the Department of Computer Science at Kocaeli University, Turkey. The study was descriptive, using a paper-based survey and interviews for data collection. Participants were third-year students enrolled in the course. Descriptive analysis of the questionnaire and interview data showed that the most prominent features of the online assessment system were immediate feedback, randomized question order, item analysis of the questions, and obtaining the scores immediately after the exam. Participants reported the effectiveness of the online assessment system. Although there is much room for improvement in online assessment systems in the near future, such systems are accepted by computer-friendly youth.