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Title: Computer-based and computer-assisted tests to assess procedural and conceptual knowledge
Authors: Rayne, Richard
Baggott, Glenn
Issue Date: 2004
Publisher: © Loughborough University
Citation: RAYNE and BAGGOTT, 2004. Computer-based and computer-assisted tests to assess procedural and conceptual knowledge. IN: Proceedings of the 8th CAA Conference, Loughborough: Loughborough University
Abstract: It is well known by those at the ‘chalk face’ that learning is not necessarily an outcome of teaching. “Students often fail to spontaneously use what they have learned in a new setting despite the fact that it is highly relevant” (Schwarz et al., 1999) a phenomenon Whitehead referred to as “inert knowledge” (Whitehead, 1929). However, judicious and appropriate use of assessment, as a way of checking for learning rather than to reveal what students don’t know (i.e. for ‘punishment’!) or simply to produce a rank order, can ameliorate this problem by promoting conceptual understanding and encouraging students to employ deep learning approaches.
Description: This is a conference paper.
URI: https://dspace.lboro.ac.uk/2134/1961
Appears in Collections:CAA Conference

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