Summative eAssessments: Piloting acceptability, practicality and effectiveness
Christina Keing, Judy Lo, Paul Lam, Carmel McNaught, The Chinese University of Hong Kong, Hong Kong
EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The question of whether eAssessment is suitable for summative assessment in higher education is still open. The paper reports a pilot study of summative eAssessment with 900 students in a basic English Language course. Evaluation showed that some of the concerns concerning acceptability, practicality and effectiveness are valid but most of them can be resolved through careful management, clear procedures, and suitable training for the teachers and students involved. The study found a clear acceptance of the new method by teachers and students. The operation ran smoothly. Also, the immediate feedback on students' performance effectively provided teachers with feedback on students' strengths and weaknesses. There were challenges in this pilot run "" workload and discomfort in changing habits. A model of diminishing effort is proposed suggesting that the initial overheads of new technology and the tensions observed will be relieved as the system is progressively reused.
Keing, C., Lo, J., Lam, P. & McNaught, C. (2007). Summative eAssessments: Piloting acceptability, practicality and effectiveness. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 486-495). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)