Formative Computer-based Assessments: The potentials and pitfalls of two formative computer-based assessments used in professional learning programs
Abstract
A case study approach is used to examine two formative computer based assessments (CBAs) used in a School of Medicine and Faculty of Education at a Canadian university. Both assessments contained primarily scenario-based, multiple-choice items however the number of items and complexity was different. The formative CBAs were examined in terms of how feedback is provided to students, the effectiveness of different types of feedback, and the characteristics of items used for assessment. Feedback was channelled to students in one case, immediately following responding to an item and in the second case, at the end of a set of items. Feedback given to students immediately following an item was more effective given that the timing captured students’ construction of knowledge. The most favoured type of feedback provided additional information. Students also indicated that feedback using a live internet link to direct them to a resource would be acceptable. Although feedback that simply stated a response was correct or incorrect was previously shown to be ineffective, students from the School of Medicine indicated this type of feedback was acceptable for low cognitive items. In both case studies, students reported that more items were required and in one case study, students recommended these items be added at the higher end of the cognitive scale.
URI for this record
http://hdl.handle.net/1974/1677Request an alternative format
If you require this document in an alternate, accessible format, please contact the Queen's Adaptive Technology CentreRelated items
Showing items related by title, author, creator and subject.
-
Toward an Assessment of the Sustainability of Water Governance in Israel Using an Integrative Sustainability Assessment Approach
Goldberg, Rebecca Heidi (2013-10-14)Water governance is a key policy issue for Israel primarily due to scarcity of water in the Country and broader regional environmental, economic, political and social challenges. In recent years a concerted effort to ... -
Redesigning Assessment: the Design and Implementation of a Rubric-Based Assessment System to Improve Engineering Design Education
Woodhall, Thomas (2008-09-27)Engineering education serves to provide society with competent engineering graduates, capable of making a difference to their profession and the world around them. Since the Grinter Report of the 1950s in the United States, ... -
Catch-22: Assessing Ontario's Proposed Formative Assessment Policy Within Ontario's Student Achievement Framework
Foley, Mike (2010-01-28)This paper examines the efficacy of Ontario’s proposed formative assessment policy in the context of Ontario’s student achievement framework which is founded upon large scale assessments for accountability. This paper ...