• Admin Login
    View Item 
    •   Home
    • Faculty of Education, Health and Wellbeing
    • Faculty of Education, Health and Wellbeing
    • View Item
    •   Home
    • Faculty of Education, Health and Wellbeing
    • Faculty of Education, Health and Wellbeing
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of WIRECommunitiesTitleAuthorsIssue DateSubmit DateSubjectsTypesJournalDepartmentPublisherThis CollectionTitleAuthorsIssue DateSubmit DateSubjectsTypesJournalDepartmentPublisher

    Administrators

    Admin Login

    Local Links

    AboutThe University LibraryOpen Access Publications PolicyDeposit LicenceCOREWIRE Copyright and Reuse Information

    Statistics

    Display statistics

    What is the role for ICT-based assessment in universities?

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Authors
    Gipps, Caroline
    Issue Date
    2005
    
    Metadata
    Show full item record
    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
    URI
    http://hdl.handle.net/2436/25902
    DOI
    10.1080/03075070500043176
    Additional Links
    http://www.routledge.com/
    Type
    Journal article
    Language
    en
    ISSN
    03075079
    1470174X
    ae974a485f413a2113503eed53cd6c53
    10.1080/03075070500043176
    Scopus Count
    Collections
    Faculty of Education, Health and Wellbeing

    entitlement

     
    DSpace software (copyright © 2002 - 2023)  DuraSpace
    Quick Guide | Contact Us
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.