Computer Aided Assessment using QuestionMark Perception

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Computer Aided Assessmentusing QuestionMark
Perception

• by
• Catherine Ogilvie
• Educational Development Officer

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Why Use CAA?

• enhance learning by using CAA
• broaden range of knowledge
• improve feedback to both students and lecturers
• variety of assessment
• encourages and motivates
• infinitely repeatable
• instant results

• objective and consistent
• reduce marking loads
• aid administration efficiency
• creation of easily accessible banks of questions
• more interesting and interactive

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Pedagogy

• Staff development
• Writing questions
• Designing feedback and scoring
• Analysing and improving test questions
• Construction of tests
• Course objectives and learning outcomes
• Balance of assessment methods
• Embedding IT in teaching and learning
• Appropriateness of using CAA?

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QuestionMark Perception

• Creates questions and organises them into tests
  or surveys for online delivery

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Building an Assessment
Create a bank of questions
Organise into tests
Publish onto the webserver
Access tests through the internet
Results collected analysed
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Question Types

• Multiple Choice
• Assertion/Reason
• True/False
• Yes/No
• Selection
• Multiple Response
• Likert Scale
• Matrix

• Fill in the blanks
• Text Match
• SAQ / Essay
• Hotspot
• Drag and drop
• Ranking
• Numeric

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Multiple Choice Questions
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True / False
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Multiple Response
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Fill in the Blanks
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Selection / drop down
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Drag Drop
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(No Transcript)
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Multimedia
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The Student

• student anxiety
• appropriate IT skills
• what's the motivation
• fair and equal access to resources
• additional support
• practice using sample tests
• clear instructions
• revision tutorials using formative CAA

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Feedback
Feedback is essential for learning

• Is response correct or wrong
• Be positive / constructive
• Give even if correct
• Time to absorb comments
• Use graphics?
• If wrong explain why
• Be specific

• Be flexible - may need to change the question
• When to give feedback?
• Further information and resource links
• Simple and friendly
• Be encouraging
• Be honest

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Summative Assessment

• Question Checklist
• Pre Examination Checklist
• Examination Checklist
• Contingency Plan
• Restart computers?
• Transfer to new computer?
• End assessment / exam?
• Provide a paper copy?
• Spare equipment?
• Loss of results?

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Potential of Cheating?

• present same questions in random order
• random questions from question bank
• randomise the order of the answer choices/options
• privacy screens
• seating arrangements

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Areas to Consider . . .

• staff development
• technological issues
• contingency plans
• feedback
• the student
• evaluation
• randomisation

• question design
• integration of CAA into the curriculum
• available resources
• formative or summative
• examination checklists
• purpose of the assessment

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Some examples

• Diagnostic, Summative, Continuous, CPD . . .
• Maths Diagnostic Tests
• Physiotherapy
• Hotel, Tourism Retail Management
• Computing
• Nursing Midwifery
• Engineering Diagnostic Tests
• Health and Safety Passport
• Pharmacy

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Further Information

• CELT, Learning Development, Useful Links,
  CAAhttp//www.rgu.ac.uk/celt/learning/page.cfm?p
  ge13710
• Try out a test athttp//www2.rgu.ac.uk/q/percept
  ion.dll
• Name rgu
• Password rgu