Title

Augmentation of the Assessment Process by the use of an Electronic Performance Support System

Document Type

Conference Proceeding

Faculty

Faculty of Community Services, Education and Social Sciences

School

School of Education

RAS ID

1552

Comments

Campbell, A. (2003). Augmentation of the assessment process by the use of an Electronic Performance Support System (EPSS). In Partners in Learning. Proceedings of the 12th Annual Teaching Learning Forum, 11-12 February 2003. Perth: Edith Cowan University. http://lsn.curtin.edu.au/tlf/tlf2003/abstracts/campbell-abs.html

Abstract

The application of technology to the assessment process: Can technology reduce the busy work of marking, improve the moderation process and give more time for feedback? Until recently the application of technology to the assessment process has focused on the use of spreadsheets or electronic annotation for use by markers. In this presentation I will focus on the assessment process where professional judgement is involved and suggest that, by moving the marking/recording sheet off the desk and onto the computer screen, many advantages can be achieved. One advantage could be a reduction in the unproductive work of adding up and recording comments and marks, and thus an increase in the time spent on feedback and reflection. I will firstly take you through the development and features of my prototype of an EPSS assessment tool. This prototype tool combines features of both the current electronic applications used in assessment and the paper based marking sheet. The final version would be accessible via the web and allow anytime, anyplace recording and comparison of marks. I will then demonstrate and discuss a working example of the tool and possible applications in the assessment process. The tool could be used by a single marker or multi-markers and in all stages of the assessment process: from reviewing the assessment sheet, to actually producing the final list of results either for the assignment or for the whole unit, to the moderating process. The moderation process could be enhanced by allowing markers to instantly compare their marking results with that of the coordinator's (the assignments could be samples selected by the coordinator or actual current assignments marked by the coordinator). Finally, a further extension of this process could be to allow students to mark samples before they undertake the assignment.

This document is currently not available here.

 
COinS