1. Phil Davies School of Computing University of Glamorgan
Who Learns From Using Continuous C.A.A.?

2. The Evils of Higher Education
Students
Numbers (Quantity NOT Quality)
Marking
Time Consuming / Subjective NOT Objective
Innovation … Reduction in Standards!!!
Assessment
Exams (% of course) C/Works EHFF
Web
EHFWWW

3. What types of C.A.A. to use? Multiple Choice Questions ( 1 from 3)
Fill in missing words
Select two out of five
Ordering Answers by correctness
Best choice out of answers
Commercial Products “Management”

4. Require “Balanced” Assessment Process
Subjective and Objective Testing
Objective: Multiple Choice (60%)
On Line Assessment and Learning
Subjective: Essay / Report (40%)
Computerised Assessment and Plagiarism/ by Peers

5. On Line Assessment and Learning
One Question / One correct solution with two distracters
Timer per Question
Negative For Incorrect Solution (-1)
Formative
Two Passes
Summative Tests 5% 15% 15% 25%

7. AVERAGE RESULTS FROM OLAL TESTS

8. Weaker Students Improvement

9. Stronger Students Improvement

10. C.A.P. PEER-ASSESSMENT Create report Include all web sources
in report ( marks)
Perform On-line MCQ Test ( marks)
Perform Peer Assessment (C.A.P.) (marks)
Perform On-line MCQ Test (marks)
Feedback !!!!!!

16. FEEDBACK Students “wanted to know!!!” name of markers
Students wouldn’t accept comments of peers
Wide range of marking
Average out marks
in complaints to highlight problems

17. Compare Report Results with MCQ Tests

18. Comparison of Report to MCQ Tests after CAP Process

19. CONCLUSIONS Who really learns from CAA?
Trend … Weaker students achieve statistical benefit
Stronger students provide a service in peer assessment
Self Belief .. Non-Statistical
Who really learns / benefits
TUTOR … Feedback / Work Load