A review of computer-assisted assessment

Pressure for better measurement of stated learning outcomes has resulted in a demand for more frequent assessment. The resources available are seen to be static or dwindling, but Information and Communications Technology is seen to increase productivity by automating assessment tasks. This paper rev...

Full description

Bibliographic Details
Main Authors:	Gráinne Conole, Bill Warburton
Format:	Article
Language:	English
Published:	Association for Learning Technology 2005-12-01
Series:	Research in Learning Technology
Online Access:	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10970

id	doaj-66aa28c942814427aa69e0bf9d8db006
record_format	Article
spelling	doaj-66aa28c942814427aa69e0bf9d8db0062020-11-25T02:45:38ZengAssociation for Learning Technology Research in Learning Technology2156-70692156-70772005-12-0113110.3402/rlt.v13i1.10970A review of computer-assisted assessmentGráinne ConoleBill WarburtonPressure for better measurement of stated learning outcomes has resulted in a demand for more frequent assessment. The resources available are seen to be static or dwindling, but Information and Communications Technology is seen to increase productivity by automating assessment tasks. This paper reviews computer-assisted assessment (CAA) and suggests future developments. A search was conducted of CAA-related literature from the past decade to trace the development of CAA from the beginnings of its large-scale use in higher education. Lack of resources, individual inertia and risk propensity are key barriers for individual academics, while proper resourcing and cultural factors outweigh technical barriers at the institutional level.http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10970
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Gráinne Conole Bill Warburton
spellingShingle	Gráinne Conole Bill Warburton A review of computer-assisted assessment Research in Learning Technology
author_facet	Gráinne Conole Bill Warburton
author_sort	Gráinne Conole
title	A review of computer-assisted assessment
title_short	A review of computer-assisted assessment
title_full	A review of computer-assisted assessment
title_fullStr	A review of computer-assisted assessment
title_full_unstemmed	A review of computer-assisted assessment
title_sort	review of computer-assisted assessment
publisher	Association for Learning Technology
series	Research in Learning Technology
issn	2156-7069 2156-7077
publishDate	2005-12-01
description	Pressure for better measurement of stated learning outcomes has resulted in a demand for more frequent assessment. The resources available are seen to be static or dwindling, but Information and Communications Technology is seen to increase productivity by automating assessment tasks. This paper reviews computer-assisted assessment (CAA) and suggests future developments. A search was conducted of CAA-related literature from the past decade to trace the development of CAA from the beginnings of its large-scale use in higher education. Lack of resources, individual inertia and risk propensity are key barriers for individual academics, while proper resourcing and cultural factors outweigh technical barriers at the institutional level.
url	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10970
work_keys_str_mv	AT grxe1inneconole areviewofcomputerassistedassessment AT billwarburton areviewofcomputerassistedassessment AT grxe1inneconole reviewofcomputerassistedassessment AT billwarburton reviewofcomputerassistedassessment
_version_	1724761443304210432

A review of computer-assisted assessment

Similar Items