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Authors
Gipps, CarolineIssue Date
2005
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Show full item recordAbstract
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): 171-180Publisher
RoutledgeJournal
Studies in Higher EducationAdditional Links
http://www.routledge.com/Type
Journal articleLanguage
enISSN
030750791470174X
ae974a485f413a2113503eed53cd6c53
10.1080/03075070500043176
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