Moving Beyond Objective Testing in Online Assessment

Moving Beyond Objective Testing in Online Assessment

Helen S. Ashton (Heriot-Watt University, UK), Cliff E. Beevers (Heriot-Watt University, UK), Colin D. Milligan (Heriot-Watt University, UK), David K. Schofield (Heriot-Watt University, UK), Ruth C. Thomas (Heriot-Watt University, UK) and Martin A. Youngson (Heriot-Watt University, UK)
DOI: 10.4018/978-1-59140-497-2.ch008
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Computer-aided assessment (CAA) is traditionally seen as an efficient approach to testing large numbers of students by utilizing objective questions with the emphasis firmly on measurement. This chapter describes the development of a system that also seeks to contribute to improving student learning by enhancing the quality, sophistication, and authenticity of the assessments delivered. The system supports students and tutors through the learning process by providing diagnostic and directed feedback to learners and a clear measurement of their true ability to the teacher. The chapter also looks at current work focused on developing assessment systems that can assess higher order skills and begin to blur the boundary between learning and assessment.

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