2.50
Hdl Handle:
http://hdl.handle.net/2436/25902
Title:
What is the role for ICT-based assessment in universities?
Authors:
Gipps, Caroline
Abstract:
This paper reviews the role of ICT-based assessment in the light of the growing use of virtual learning environments in universities. Issues of validity, efficiency, type of response, and scoring are addressed. A major area of research is the automated scoring of text. Claims for automated formative assessment are queried, since the feedback of scores and marks alone is not truly formative: feedback of comments about good features of the work/performance, and what needs to be done to improve is needed to enhance learning. It seems likely that the use of 'simple' computer-assisted assessment (with multiple-choice and short-answer responses) will continue to develop, as will the use of multi-media materials for assessment tasks. The use of ICT to record student responses, to capture material produced and to convey feedback will grow as the use of virtual learning environments grows. Alongside this, students are likely to be encouraged to make use of online peer and collaborative assessment. The sociocultural implications of using ICT in assessment (as in teaching) are significant and this is a key field for the work of social scientists alongside learning technologists.
Citation:
Studies in Higher Education, 30(2): 171-180
Publisher:
Routledge
Journal:
Studies in Higher Education
Issue Date:
2005
URI:
http://hdl.handle.net/2436/25902
DOI:
10.1080/03075070500043176
Additional Links:
http://www.routledge.com/
Type:
Article
Language:
en
ISSN:
03075079; 1470174X
Appears in Collections:
Learning and Teaching in Higher Education

Full metadata record

DC FieldValue Language
dc.contributor.authorGipps, Caroline-
dc.date.accessioned2008-05-14T09:31:16Z-
dc.date.available2008-05-14T09:31:16Z-
dc.date.issued2005-
dc.identifier.citationStudies in Higher Education, 30(2): 171-180en
dc.identifier.issn03075079-
dc.identifier.issn1470174X-
dc.identifier.doi10.1080/03075070500043176-
dc.identifier.urihttp://hdl.handle.net/2436/25902-
dc.description.abstractThis paper reviews the role of ICT-based assessment in the light of the growing use of virtual learning environments in universities. Issues of validity, efficiency, type of response, and scoring are addressed. A major area of research is the automated scoring of text. Claims for automated formative assessment are queried, since the feedback of scores and marks alone is not truly formative: feedback of comments about good features of the work/performance, and what needs to be done to improve is needed to enhance learning. It seems likely that the use of 'simple' computer-assisted assessment (with multiple-choice and short-answer responses) will continue to develop, as will the use of multi-media materials for assessment tasks. The use of ICT to record student responses, to capture material produced and to convey feedback will grow as the use of virtual learning environments grows. Alongside this, students are likely to be encouraged to make use of online peer and collaborative assessment. The sociocultural implications of using ICT in assessment (as in teaching) are significant and this is a key field for the work of social scientists alongside learning technologists.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttp://www.routledge.com/en
dc.subjectComputer-based assessmenten
dc.subjectVirtual Learning Environmenten
dc.subjectUniversitiesen
dc.subjectAutomated scoring of texten
dc.subjectSociocultural implicationsen
dc.subjectE-learning-
dc.subjectAssessment-
dc.subjectLearning technology-
dc.subjectComputer based assessment-
dc.titleWhat is the role for ICT-based assessment in universities?en
dc.typeArticleen
dc.identifier.journalStudies in Higher Educationen
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