Rethinking Assessment Through Learning Technologies

Abstract

This paper describes a range of computer assisted assessment (CAA) research and development activities and discusses how CAA is enabling a rethinking of broader learning, teaching and assessment strategies. It includes four mini case studies which illustrate the diverse range of activities in this area. The first mini case study describes a review of the work of the CAA centre in the UK and a description of its impact across the sector, the second outlines the development of a test bank of CAA questions across a subject domain, discussing some of the key issues encountered by the project, particularly in terms of quality assurance aspects. The third describes a strategic institutional implementation of CAA and the way in which this has been achieved and finally the fourth mini case study looks to future developments in terms of CAA research and is an outline of a project which is developing a suite of freely available software to create, store, exchange and deliver assessment content. These mini case studies illustrate the ways in which CAA has developed and matured - moving from being a peripheral to a central part of the learning and teaching process. The paper describes some of the successes and failures of developing and implementing CAA systems. Evaluation of these activities has revealed insights about the potential of CAA, as well as identifying a number of issues concerning the future development of CAA and role of funded projects. The conference presentation will complement this and provide further in depth analysis of the results.

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Identifiers

ORCID for Hugh Davis: orcid.org/0000-0002-1182-1459

ORCID for Su White: orcid.org/0000-0001-9588-5275

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