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  • Computer-Based Assessment: Its Use and Effects on Student Learning.

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    19796_1.pdf (229.4Kb)
    Author(s)
    Kearney, Judith
    Fletcher, Margaret
    Bartlett, Brendan
    Griffith University Author(s)
    Bartlett, Brendan J.
    Fletcher, Margaret A.
    Kearney, Judith F.
    Year published
    2002
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    Abstract
    Computer-based assessment (CBA) has practical and economical benefits in that it allows testing of a large student cohort with the facility of automated marking of responses. In 2001, we incorporated CBA as a means of promoting and measuring student understanding of course content. While anecdotal information suggested that student learning was enhanced and results showed that learning had occurred, the learning processes promoted by this technology needed explanation. We have tried to do this. In 2002, over 300 students in their second year of teacher education participated in formative and summative CBA while ...
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    Computer-based assessment (CBA) has practical and economical benefits in that it allows testing of a large student cohort with the facility of automated marking of responses. In 2001, we incorporated CBA as a means of promoting and measuring student understanding of course content. While anecdotal information suggested that student learning was enhanced and results showed that learning had occurred, the learning processes promoted by this technology needed explanation. We have tried to do this. In 2002, over 300 students in their second year of teacher education participated in formative and summative CBA while undertaking an English course. Data were collected to track learning pathways and effects on learning outcomes. Surveys, monitoring of student use of technology, and interviews provided data sources. Of particular interest were the ways in which students used on-line discussion group to engage in learning.
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    Conference Title
    Learning in Technology Education: Challenges for the 21st Century
    Copyright Statement
    © The Author(s) 2002. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.
    Publication URI
    http://hdl.handle.net/10072/1455
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    • Conference outputs

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