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|Title: ||A definition for effective assessment and implications on computer-aided assessment practice|
|Authors: ||Broughton, Stephen J.|
Robinson, Carol L.
|Issue Date: ||2013|
|Publisher: ||International Group for the Psychology of Mathematics Education (© the authors)|
|Citation: ||BROUGHTON, S.J., HERNANDEZ-MARTINEZ, P. and ROBINSON, C.L., 2013. A definition for effective assessment and implications on computer-aided assessment practice. IN: Lindmeier, A.M., Heinze, A. (eds). 37th Conference of the International Group for the Psychology of Education (PME 37), Kiel, Germany, July 28th - August 2nd, vol. 2, pp.113-120.|
|Abstract: ||For a decade, computer-aided assessment (CAA) has been used extensively with first-year mathematics and engineering undergraduates studying mathematics modules at the institution under investigation. This project sought to evaluate the effectiveness of CAA. Using assessment literature and activity theory to frame the study, this paper explores the aims of assessment and what it means for assessment to be “effective”: it proposes a definition for effective assessment and discusses whether CAA can be considered effective assessment by this definition.|
|Description: ||This is a conference paper.|
|Version: ||Accepted for publication|
|Publisher Link: ||http://www.pme2013.de/en|
|Appears in Collections:||Conference Papers (Mathematics Education Centre)|
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