The EASiHE Spanish and British Sign Language Formative eAssessment Case Studies


Bacigalupo, David, Warburton, Bill, Draffan, E.A., Zhang, Pei, Gilbert, Lester and Wills, Gary (2010) The EASiHE Spanish and British Sign Language Formative eAssessment Case Studies At CAA 2010, United Kingdom. 20 - 21 Jul 2010.

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Description/Abstract

Formative eAssessment can be very helpful in providing high quality higher education assignments. When a university is encouraging the uptake of formative eAssessment internally it is useful to have case studies from academic schools detailing how academics enthusiastic about formative eAssessment have used it in their modules with the assistance of support staff. It is particularly helpful if these case studies document: a) the cooperative-design process through which the eAssessment solution has been created by the teaching and support staff; b) the implementation of the resulting eAssessment solution; and c) an evaluation of the effectiveness of the solution. However there is a shortage of such real-world case studies. This paper helps fill this gap in the literature by describing the case of a Spanish Language module at the University of Southampton and a British Sign Language module at Bournemouth and Poole College. We describe the generic formative eAssessment solution resulting from the case studies which can be positioned at the cutting edge of formative eAssessment practice. This uses both open source and commercial eAssessment software; provides support for QTI, accessibility and mobile eAssessment; and provides reporting and web 2.0 tools to give the teaching staff feedback on the eAssessment. Our evaluation with undergraduate student volunteers from the modules has resulted in positive feedback.

Item Type: Conference or Workshop Item (Other)
Additional Information: Event Dates: 20th & 21st July 2010,
Venue - Dates: CAA 2010, United Kingdom, 2010-07-20 - 2010-07-21
Organisations: Web & Internet Science, Electronic & Software Systems
ePrint ID: 271435
Date :
Date Event
21 July 2010Published
Date Deposited: 22 Jul 2010 16:14
Last Modified: 17 Apr 2017 18:14
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/271435

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