Show simple item record

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): 171-180
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.
dc.language.isoen
dc.publisherRoutledge
dc.relation.urlhttp://www.routledge.com/
dc.subjectE-learning
dc.subjectAssessment
dc.subjectLearning technology
dc.subjectComputer based assessment
dc.subjectComputer-based assessment
dc.subjectVirtual Learning Environment
dc.subjectUniversities
dc.subjectAutomated scoring of text
dc.subjectSociocultural implications
dc.titleWhat is the role for ICT-based assessment in universities?
dc.typeJournal article
dc.identifier.journalStudies in Higher Education
html.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.


This item appears in the following Collection(s)

Show simple item record