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|Title: ||On-line formative assessment item banking and learning support|
|Authors: ||Maughan, Sarah|
|Keywords: ||Item banking|
|Issue Date: ||2001|
|Publisher: ||© Loughborough University|
|Citation: ||MAUGHAN, PEET and WILLMOTT, 2001. On-line Formative Assessment Item Banking and Learning Support. IN: Proceedings of the 5th CAA Conference, Loughborough: Loughborough University|
|Abstract: ||Access to the Internet now makes it possible to deliver new services to centres around
the world including on-line formative assessments for use in the classroom. The results
of these assessments provide information that can feed back into the learning and
teaching process to highlight where improvements can be made. This can be a
productive tool in improving student learning and has significant potential to provide a
richer educational experience. For this potential to be developed, large item banks
containing questions with known operating characteristics are required so that valid and
reliable assessments can be built. Questions can be stored as assessing particular
learning outcomes, levels of attainment, skills or other features, thus allowing specific
feedback to students and to their teachers indicating curriculum areas or skills in which
students were relatively strong or weak.
The limitations on the types of questions that can be asked on-line and marked
objectively by computer limits the use that can be made of the results of on-line
assessment. As a greater variation in the types of questions becomes available, so the
use that may be made of the results increases.
As item banks are used to build assessments for known cohorts of students and results
are collated over a period of time it becomes possible to supply more meaningful
feedback to the users of assessments. The use of calibrated banks, and careful data
management will extend this use.
The future for the Cambridge on-line assessments will be determined by the opinions of
the teachers as to which forms of feedback are the most useful for themselves and their
|Description: ||This is a conference paper.|
|Appears in Collections:||CAA Conference|
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