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Authoring diagram-based CBA with CourseMarker

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Authoring diagram-based CBA with CourseMarker. / Higgins, Colin A.; Bligh, Brett; Symeonidis, Pavlos et al.

In: Computers and Education, Vol. 52, No. 4, 05.2009, p. 749-761.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Higgins, CA, Bligh, B, Symeonidis, P & Tsintsifas, A 2009, 'Authoring diagram-based CBA with CourseMarker', Computers and Education, vol. 52, no. 4, pp. 749-761. https://doi.org/10.1016/j.compedu.2008.11.019

APA

Higgins, C. A., Bligh, B., Symeonidis, P., & Tsintsifas, A. (2009). Authoring diagram-based CBA with CourseMarker. Computers and Education, 52(4), 749-761. https://doi.org/10.1016/j.compedu.2008.11.019

Vancouver

Higgins CA, Bligh B, Symeonidis P, Tsintsifas A. Authoring diagram-based CBA with CourseMarker. Computers and Education. 2009 May;52(4):749-761. doi: 10.1016/j.compedu.2008.11.019

Author

Higgins, Colin A. ; Bligh, Brett ; Symeonidis, Pavlos et al. / Authoring diagram-based CBA with CourseMarker. In: Computers and Education. 2009 ; Vol. 52, No. 4. pp. 749-761.

Bibtex

@article{3690a1b744754a6a84538172059b567b,
title = "Authoring diagram-based CBA with CourseMarker",
abstract = "The CourseMarker system has been used to assess free-response computer based assessment (CBA) exercises since 1998. The aim of the studies reported here was to evaluate the feasibility and usefulness of developing and deploying diagram-based exercises using DATsys, an authoring environment for diagram-based CBA, together with CourseMarker. Postgraduate students constructed diagram-based exercises in four domains. The process of constructing the exercises was captured as an indicator of feasibility. The exercises were then used to assess two cohorts of undergraduate students. Instruments including system submission logs and student questionnaires were used to assess usefulness.Findings indicate that there is considerable potential for the assessment of free-response domains such as diagrams. Such an approach can help students as part of an iterative process of learning by allowing repeated submission of coursework, which may be most appropriate within a formative assessment context. The exercises are popular with students and demonstrate a gradual, though decelerating, increase in marks over subsequent submissions. The techniques are reliable, but further development allowing for alternative model solutions and assessment of the aesthetic appearance of diagrams would increase validity. Our techniques and findings are novel for CBA, and have implications for the increasingly important research area of formative assessment.",
keywords = "Authoring tools and methods , Architectures for educational technology system , Interactive learning environments, Evaluation of CAL systems",
author = "Higgins, {Colin A.} and Brett Bligh and Pavlos Symeonidis and Athanasios Tsintsifas",
year = "2009",
month = may,
doi = "10.1016/j.compedu.2008.11.019",
language = "English",
volume = "52",
pages = "749--761",
journal = "Computers and Education",
issn = "0360-1315",
publisher = "Elsevier Limited",
number = "4",

}

RIS

TY - JOUR

T1 - Authoring diagram-based CBA with CourseMarker

AU - Higgins, Colin A.

AU - Bligh, Brett

AU - Symeonidis, Pavlos

AU - Tsintsifas, Athanasios

PY - 2009/5

Y1 - 2009/5

N2 - The CourseMarker system has been used to assess free-response computer based assessment (CBA) exercises since 1998. The aim of the studies reported here was to evaluate the feasibility and usefulness of developing and deploying diagram-based exercises using DATsys, an authoring environment for diagram-based CBA, together with CourseMarker. Postgraduate students constructed diagram-based exercises in four domains. The process of constructing the exercises was captured as an indicator of feasibility. The exercises were then used to assess two cohorts of undergraduate students. Instruments including system submission logs and student questionnaires were used to assess usefulness.Findings indicate that there is considerable potential for the assessment of free-response domains such as diagrams. Such an approach can help students as part of an iterative process of learning by allowing repeated submission of coursework, which may be most appropriate within a formative assessment context. The exercises are popular with students and demonstrate a gradual, though decelerating, increase in marks over subsequent submissions. The techniques are reliable, but further development allowing for alternative model solutions and assessment of the aesthetic appearance of diagrams would increase validity. Our techniques and findings are novel for CBA, and have implications for the increasingly important research area of formative assessment.

AB - The CourseMarker system has been used to assess free-response computer based assessment (CBA) exercises since 1998. The aim of the studies reported here was to evaluate the feasibility and usefulness of developing and deploying diagram-based exercises using DATsys, an authoring environment for diagram-based CBA, together with CourseMarker. Postgraduate students constructed diagram-based exercises in four domains. The process of constructing the exercises was captured as an indicator of feasibility. The exercises were then used to assess two cohorts of undergraduate students. Instruments including system submission logs and student questionnaires were used to assess usefulness.Findings indicate that there is considerable potential for the assessment of free-response domains such as diagrams. Such an approach can help students as part of an iterative process of learning by allowing repeated submission of coursework, which may be most appropriate within a formative assessment context. The exercises are popular with students and demonstrate a gradual, though decelerating, increase in marks over subsequent submissions. The techniques are reliable, but further development allowing for alternative model solutions and assessment of the aesthetic appearance of diagrams would increase validity. Our techniques and findings are novel for CBA, and have implications for the increasingly important research area of formative assessment.

KW - Authoring tools and methods

KW - Architectures for educational technology system

KW - Interactive learning environments

KW - Evaluation of CAL systems

U2 - 10.1016/j.compedu.2008.11.019

DO - 10.1016/j.compedu.2008.11.019

M3 - Journal article

VL - 52

SP - 749

EP - 761

JO - Computers and Education

JF - Computers and Education

SN - 0360-1315

IS - 4

ER -