Using Interactive Computer-Based Assessment to Support Beginning Distance Learners of Science

Autor/in	Jordan, Sally
Titel	Using Interactive Computer-Based Assessment to Support Beginning Distance Learners of Science
Quelle	In: Open Learning, 26 (2011) 2, S.147-164 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
Schlagwörter	Open Universities; Computer Assisted Testing; Distance Education; Science Education; Foreign Countries; Case Studies; Diagnostic Tests; Educational Diagnosis; Learning Modules; Evaluation Methods; Questionnaires; Feedback (Response); Student Attitudes; Computer Uses in Education; United Kingdom + Suchen Sie Ihr Suchwort? Offene Universität; Distance study; Distance learning; Fernunterricht; Naturwissenschaftliche Bildung; Ausland; Case study; Fallstudie; Case Study; Diagnostic test; Diagnostischer Test; Pedagogical diagnostics; Pädagogische Diagnostik; Learning module; Lernmodul; Fragebogen; Schülerverhalten; Computernutzung; Großbritannien
Abstract	Interactive computer-marked assignments (iCMAs) are in use on a range of Science Faculty level 1 modules at the Open University UK, alongside tutor-marked assignments, for summative and formative purposes. They are also used diagnostically to help prospective students to make an appropriate choice of starting point. iCMAs have been very well received by students, but minor problems can easily lead to a loss of confidence. Students engage more with the questions when they carry some weighting and most students feel that their mark for iCMA questions should count towards their overall course score. Two case studies are presented, showing how evaluation has led to further improvements at both the question and whole assignment levels. (Contains 7 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10