scholarly journals Screen-based assessment

2006 ◽  
pp. 23-28
Author(s):  
Stephen J Swithenby
Keyword(s):  
Peer Assessment ◽  
Good Practice ◽  
High Stakes ◽  
Science Courses ◽  
Group Activities ◽  
Electronic Submission ◽  
The Usa ◽  
Student’S Performance ◽  
Computer Based ◽  
High Stakes Exams

Inexorably and across several fronts, screen-based assessment is becoming a major part of the experience of university students, particularly but not exclusively in the sciences. This movement reflects the emphasis the Qualifications and Curriculum Authority (QCA) is giving to the development of screen-based assessment at secondary level, where the universal availability of an -assessment option in high stakes exams is an adopted goal.The drivers for this change are economic, pedagogic and opportunistic. Rapid technological progress is facilitating the wider availability of computer based tasks that reflect authentically the learning outcomes of science courses. There is growing experience in the design of such tasks, with increasing commercial involvement, particularly in the USA. An examination of theories of assessment demonstrates that there are sound pedagogic reasons to pursue these developments.The main focus of this review will be assessment for which a computer acts as a means of delivery, grading and feedback. I will outline the capabilities of contemporary systems, illustrate some good practice, and identify areas where the use of the technology is moving forward rapidly. There are exciting developments in the grading of free format responses, in diagram or text form, which are now emerging on a pilot basis. Of particular interest is the assessment of higher order cognitive and subject skills. Alsoimportant is the potential for item banks that can allow the sharing of the costs of authorship. Several of these issues are reviewed more fully in Conole and Warbuton.Finally, I will comment briefly on assessment that is facilitated by computers without the computer acting as a grading tool. At a mundane level, this might involve the electronic submission of traditional assignments. Of more interest are electronically mediated peer assessment, the generation of e-portfolios, the grading of screen based experimentation and the evaluation of the student’s performance in contributing to computer based group activities, e.g. Wikis, electronic conferences, etc.

scholarly journals Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment

PLoS ONE ◽  
2015 ◽  
Vol 10 (12) ◽  
pp. e0143616 ◽  
Author(s):  
Anja J. Boevé ◽  
Rob R. Meijer ◽  
Casper J. Albers ◽  
Yta Beetsma ◽  
Roel J. Bosker
Keyword(s):  
Higher Education ◽  
Field Experiment ◽  
High Stakes ◽  
Computer Based ◽  
Computer Based Testing ◽  
High Stakes Exams

scholarly journals Is the TOEFL exam aimed at everyone? Research considerations in the training and application of the TOEFL exam abroad

2008 ◽  
Vol 14 ◽  
pp. 25
Author(s):  
Jesús García Laborda
Keyword(s):  
Interface Design ◽  
Current Model ◽  
High Stakes Testing ◽  
Further Education ◽  
Educational Systems ◽  
High Stakes ◽  
Test Taking ◽  
Starting Point ◽  
The Usa ◽  
Computer Based

<p>In recent years, the Educational Testing System organisation has developed two models of the computer-based Test of English as a Foreign Language (TOEFL). However, the computerization of the test has shown a number of problems according to the testees' origin. This paper suggests some of these problems after conducting short interviews with four TOEFL teachers; i.e. problems in delivery, interface design and test taking contextual validity (Weir, 2005). These aspects and those presented in other educational systems need to be addressed in further research. The fact that TOEFL is only a compulsory test for those who wish to pursue further education in the USA cannot prevent ETS from ignoring the potential problems of the current model in different parts of the world. Thus, further research on this topic needs to be carried out in Europe and elsewhere. This paper also serves as a starting point for countries and institutions that may be considering the implementation of computer or Internet-based applications for high-stakes testing such as university entrance examinations.</p>

scholarly journals Differences in Science American College Testing Scores between Traditional and Alternative Science Sequences

2020 ◽  
Vol 31 (4) ◽  
pp. 425-430
Author(s):  
John Gilbert ◽  
◽  
James Concannon ◽  
Keyword(s):  
Quantitative Research ◽  
The State ◽  
High Stakes ◽  
Science Courses ◽  
American College Testing ◽  
Science Section ◽  
Course Sequence ◽  
And Performance ◽  
Act Score ◽  
High Stakes Exams

To examine differences between sequences of secondary science courses on achievement on science high stakes exams, a purposive quantitative research design was utilized in this study. A short survey was sent out to public high schools in the state of Missouri that asked to identify their main science course sequence. In addition, participants were asked to indicate if they had altered their science course sequence between the years of 2012 and 2017. This data were compared to their average building science American College Testing (ACT) score for the 2015–2016 and 2016–2017 school years in which all 16–17-year-olds in the state were required to take the exam. The analysis of the results found no connection between science course sequence and performance on the science section of the ACT for either year. In addition, it was found that schools that indicated that they altered their science course sequence had no difference in performance on the science portion of the ACT. Further research is needed to determine if there are any benefits to altering a science course sequence.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

scholarly journals Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

2021 ◽  
Vol 12 (1) ◽  
pp. 11-27
Author(s):  
Uwe Krause ◽  
Tine Béneker ◽  
Jan van Tartwijk
Keyword(s):  
Secondary Education ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Knowledge Structures ◽  
High Stakes ◽  
Upper Secondary Education ◽  
Task Setting ◽  
Abstract Knowledge ◽  
Upper Secondary ◽  
High Stakes Exams

Tasks are a powerful instrument for geography teachers, as they let students engage with the subject. To advance the cumulative learning of students, teachers have to make sure that students learn how to deal with complex and abstract knowledge structures. In the Netherlands, teachers face a dilemma when it comes to task setting: the intended curriculum aims for a considerable part at (parts of) higher order thinking, whereas the high-stakes exams have a clear focus on the use of thinking strategies. This paper explores the task setting and debriefing of Dutch geography teachers by analyzing twenty-three videotaped lessons in upper secondary education by using the Geography Task Categorization Framework. The results show that Dutch teachers mostly rely on textbooks when setting tasks. The focus lies on reproduction and the use of thinking strategies. Tasks aiming at (parts of) higher order thinking are barely used. Furthermore, teachers use tasks from previous high-stakes exams already used in an early stage of upper secondary education. In the debriefing of tasks, teachers move from simple and concrete to complex and abstract knowledge and vice versa. However, most of these movements aim at simplifying knowledge structures. In the observed lessons, curriculum aims at the level of (parts of) higher order thinking are not achieved. The evaluative rules as set by the high-stakes exams and the type of tasks offered by textbooks seem to be dominant.

scholarly journals INSIGHTS ON TEACHING CHESS TO UNDERGRADUATE UNIVERSITY STUDENTS

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
William Bart
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Critical Evaluation ◽  
Thinking Skills ◽  
First Year ◽  
State University ◽  
Correct Usage ◽  
Undergraduate University Students ◽  
The Usa ◽  
Computer Based

The purpose of this study was to explore how undergraduate university students react to chess instruction. Certain patterns emerged from 10 offerings of a Freshman Seminar entitled “Beginners’ Chess and 21st Century Thinking Skills”. The course enrolled only first-year and second-year undergraduate students at a large public state university in the USA. The students tended to have little or no knowledge of chess prior to the course. The course made extensive use of chess-related websites available on the Internet such as chess.com, lichess.org, and chessgames.com. The instruction involved the projection of a chess-related website projected onto a large classroom screen with the use of an instructor’s computer connected to a projector that projected the computer-based image onto the screen. The course had 10-20 students in each annual offering of the course that lasted 15 weeks. The student evaluations of the course were very positive, indicating that the students enjoyed the course very much. The course involved instruction in chess on topics such as tactics and basic checkmates along with instruction on the cognitive psychological foundations of chess on topics such as problem solving and critical thinking. The primary task in the course was that each student had to prepare a critical evaluation of two of their own chess games that included correct usage of proper algebraic notation for the chess moves. The chess activity that the students enjoyed the most was group competition.

scholarly journals Math and science outcomes for students of teachers from standard and alternative pathways in Texas

2020 ◽  
Vol 28 ◽  
pp. 27
Author(s):  
Michael Marder ◽  
Bernard David ◽  
Caitlin Hamrock
Keyword(s):  
Student Performance ◽  
Science Teachers ◽  
Algebra I ◽  
High Stakes ◽  
Alternative Pathways ◽  
Biology Students ◽  
University Preparation ◽  
Alternative Routes ◽  
Almost All ◽  
High Stakes Exams

Texas provides a unique opportunity to examine teachers without standard university preparation, for it prepares more teachers through alternative pathways than any other state. We find two advantages for mathematics and science teachers prepared in the standard way. First, since 2008 they have been staying in the classroom longer than those who pursued alternative routes. Second, we analyze student performance on Algebra 1 and Biology exams over the period 2012-2018. Algebra I students with experienced teachers from standard programs gain .03 to .05 in standard deviation units compared to students whose teachers were alternatively prepared. For Biology students there are fewer statistically significant differences, although when differences exist they almost all favor standard programs. These effects are difficult to measure in part because teachers are not assigned to teach courses with high-stakes exams at random. Nevertheless, we find strong evidence in Algebra I that students learn more when their teachers have standard preparation. In Biology there is also evidence but less compelling. Thus, we recommend that all states bolster traditional university-based teacher certification, that Texas not take drastic action to curtail alternative certification, and that other states not allow it to grow too quickly.

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