Implementing Perception across a large University: getting it right
Implementing Perception across a large University: getting it right
Assessment is a sensitive issue, and converting traditional methods of assessment to Computer-Assisted Assessment (CAA) is acknowledged to be a risky activity (Harwood & Warburton 2004; Zakrzewski & Steven 2000). As students become more litigious (Baty 2004; QAA 1998) and competitive pressures increase Universities cannot afford mistakes when implementing new assessment strategies.
The University of Southampton is developing a managed learning environment (MLE). It ran a pilot Perception CAA project across the institution in preparation for the launch of Perception as a full-scale University CAA service, in anticipation of its integration into the MLE. Many Perception tests were run during this project, but two different large simultaneous tests failed irretrievably. In one case the outcome was positive, whilst the other was less so.
This paper reflects on the differences between these two failed tests and thereby presents a novel view of the issues inherent in implementing CAA on an institutional scale. Only one study of ameliorating genuine CAA failures was found in the literature {Harwood, 2004 139 /id} and most published studies are of small-scale CAA practice where the risks are perhaps more apparent and more easily contained, rather than the full-scale institutional implementation which is the context of this study (Kennedy 1998).
caa, questionmark perception, risk assessment
Warburton, W.I.
504c7f3a-f805-49f8-b497-5bd32a5c0cb1
Harwood, I.A.
8f945742-3e33-445e-9665-0f613f35fc5b
26 May 2004
Warburton, W.I.
504c7f3a-f805-49f8-b497-5bd32a5c0cb1
Harwood, I.A.
8f945742-3e33-445e-9665-0f613f35fc5b
Warburton, W.I. and Harwood, I.A.
(2004)
Implementing Perception across a large University: getting it right.
2004 Perception Users Conference, Edinburgh, Scotland.
26 - 28 May 2004.
5 pp
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
Assessment is a sensitive issue, and converting traditional methods of assessment to Computer-Assisted Assessment (CAA) is acknowledged to be a risky activity (Harwood & Warburton 2004; Zakrzewski & Steven 2000). As students become more litigious (Baty 2004; QAA 1998) and competitive pressures increase Universities cannot afford mistakes when implementing new assessment strategies.
The University of Southampton is developing a managed learning environment (MLE). It ran a pilot Perception CAA project across the institution in preparation for the launch of Perception as a full-scale University CAA service, in anticipation of its integration into the MLE. Many Perception tests were run during this project, but two different large simultaneous tests failed irretrievably. In one case the outcome was positive, whilst the other was less so.
This paper reflects on the differences between these two failed tests and thereby presents a novel view of the issues inherent in implementing CAA on an institutional scale. Only one study of ameliorating genuine CAA failures was found in the literature {Harwood, 2004 139 /id} and most published studies are of small-scale CAA practice where the risks are perhaps more apparent and more easily contained, rather than the full-scale institutional implementation which is the context of this study (Kennedy 1998).
Text
Warburton_and_Harwood_2004_Implementing_Perception-_sent_version.doc
- Other
Text
Warburton_and_Harwood_2004_Implementing_Perception-_sent_version.htm
- Other
More information
Published date: 26 May 2004
Venue - Dates:
2004 Perception Users Conference, Edinburgh, Scotland, 2004-05-26 - 2004-05-28
Keywords:
caa, questionmark perception, risk assessment
Identifiers
Local EPrints ID: 11238
URI: http://eprints.soton.ac.uk/id/eprint/11238
PURE UUID: 84a12649-27d5-4041-bd9d-d6c24afcc172
Catalogue record
Date deposited: 09 Nov 2004
Last modified: 16 Mar 2024 03:18
Export record
Contributors
Author:
W.I. Warburton
Author:
I.A. Harwood
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics