Use of summative computer assisted assessment in Applied Technology and Finance

http://www.jiscinfonet.ac.uk/case-studies/tangible/leeds/index_html


Context
- module of 'Applied Technology and Finance' taken in semester one of level 1 by students on both tourism and events management courses
- 350 students
- many students are weak in numeracy and IT literacy
-change driven by staff


Problems/reasons to introduce new method
-paper tests took a considerable amount of time to mark and feedback to 350 students
- impossible to give the students multiple opportunities to receive feedback
- need to introduce students to the rigid deadlines demanded by the University

New method
- 5 stage tests worth 10% each and an end exam worth 50%
- Tests have both formative and summative aspects.
-Every two weeks starting at week three the students had to take a test (summative assessment) with the questions based on the activities of the previous two weeks along with a small number of the questions based on the supplementary reading and activities
- immediate results, feedback at the end of the week
- design implemented at the beginning by WebCT experts and later by all tutors
-students were thoroughly briefed before assessments and before the end exam
- students would get 20 questions presented randomly from a bank of 30 questions to avoid cheating. Also answers randomised in multiple choice questions.
- only plausible excuses accepted for missed tests
- WebCT Vista and Respondos were used; students were expected to know how to use thse tools for use in other modules

Benefits
- tutor time reduced to 20 hrs from 120 hrs (supervison, marking, standardisation..)
-learning objects are re-usable
--staff satisfaction
- possibility to use theis method to other modules
- marked improvement in attendance during weeks where tests took place
- results were sent to personal tutors immediately - possibility to follow up on any problems
- mean mark increase from 53% to 63%
- past questions for final exam posted online: those who did them gained 15% more
- students less apprehensive of taking a Finance subject since they get regular feedback on how they are doing.
- savings in costs and time
-students were engaged because of the small amounts of summative assessment spread over the module

Disadvantages

- initial cost and time to develop the learning objects
- new staff teaching on the module require an induction (general approach, how to develop questions, quality assurance)but skills are re-usable
- one type of feedback does not necessarily fit all students.

Conditions
- This approach works best in modules with large numbers of students where the initial outlay of time and effort will have a bigger pay off at a later date.
- important to have a few technologists among the tutors
- tutors need to modify their teaching to embed the new assessment method