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Additional info for Computer-assisted Assessment in Higher Education
The use of optical mark readers (OMRs), for example, would not require rooms of computers to be placed under examination conditions. Nevertheless, many of these issues are clearly interrelated. Compliance with data protection legislation will probably require data security issues to be addressed. Each section of this chapter describes an issue and how it relates to CAA. Strategies for minimizing the risks associated with an issue and their relation to CAA will be discussed wherever they exist. BUILT-IN BIAS INTRODUCED BY THE DELIVERY MECHANISM Any assessment may be unfair if the method of delivery favours one group of students over another.
Whittington and Sclater, 1998 INTRODUCTION While embracing the potential benefits of computer-based assessments within higher education, Whittington and Sclater also acknowledge that the primary motivation for the increasing role of computers within education largely revolves around managing the assessment of an increasing number of students with decreasing financial provisions. Using computers within the assessment process can take many forms such as requiring students to word process their written work, using objective test examinations assessed with optical mark readers and assessments entered directly via a computer terminal.
Reflect on the feedback and revise your strategy accordingly. We conclude with some comments from students and staff, which reinforce our suggestion that, having considered the drawbacks, you should consider using computer-assisted assessment anyway. ’ ‘I liked the way in which we used peer-group assessment. > Page 19 REFERENCES AND FURTHER READING 1 Teaching and Learning Technology Programme (TLTP) phases I and II was jointly funded by the four higher education funding bodies, HEFCE, SHEFC, HEFCW and DENI, largely to develop computer-assisted learning packages 2 At the date of writing, the Computers in Teaching Initiative (CTI) Centres offer a service to higher education through a network of 24 subject-based centres.