Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/13194

Title: A definition for effective assessment and implications on computer-aided assessment practice
Authors: Broughton, Stephen J.
Hernandez-Martinez, Paul
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
URI: https://dspace.lboro.ac.uk/2134/13194
Publisher Link: http://www.pme2013.de/en
Appears in Collections:Conference Papers (Mathematics Education Centre)

Files associated with this item:

File Description SizeFormat
RR_broughton.pdfAccepted version66.15 kBAdobe PDFView/Open


SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.