A technology that is able to mark open-ended content like short and paragraph answers for subjects like science and any other content that does not require writing style as a criterion for performance. This system is also able to classify and group various students’ answers especially nonstandard (creative answers) to facilitate immediate classroom discussions.
Published in Chapter:
Linking E-Assessment to Student's Use of Online Learning Content
Kar-Tin Lee (Queensland University of Technology, Australia), Hitendra Pillay (Queensland University of Technology, Australia), and Vinesh Chandra (Queensland University of Technology, Australia)
Copyright: © 2009
|Pages: 10
DOI: 10.4018/978-1-59904-845-1.ch070
Abstract
This article will examine the development and implementation of two information and communications technology (ICT) e-assessment tools—a diagnostic assessment system and an intelligent content assessment marking system—for the teaching of secondary science. An e-learning management system (ELMS, see Figure 1) was used with second-year secondary students in science which provided both content and online assessment tools for teachers. By using this system, teachers had the opportunity to modify how they assessed their students by shifting the skills and knowledge being tested and also when and at which stage of the learning they are tested. The use of the ELMS had also assisted teachers to move away from the narrow confines of standardised tests with their discrete and decontextualized ‘items’ towards more complex, holistic, contextualised, and authentic forms of assessment (e.g., Pellegrino, Chudowski, & Glaser, 2001).