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Typing Versus “Digital Inking”: Computerized Handwritten Testing on the Tablet PC
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, , , , Multimedia Lab, Computer Science Department, Aristotle University of Thessaloniki, Greece

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Computer Based Assessment (CBA) has been used extensively in higher education and in large scale summative assessments mainly due to rising student numbers and increased needs for the certification of knowledge and skills. However, the penetration of CBA in K-12 educational settings is rather limited. Most available CBA applications are unsuitable for K-12 settings since they are designed around the needs of higher education assessment. They are usually based on objective tests, thus they underestimate the role of text and discourse and they promote lower level cognitive skills. Furthermore, essay-based assessments are hard to support, especially for younger students, since they require significant typing skills. This article presents a CBA application that was designed specifically for K-12 educational settings. The application is based on the “digital ink” capabilities of Tablet PCs and was designed by its final users, namely students and teachers, using a participatory design methodology.

Citation

Siozos, P., Palaigeorgiou, G., Triantafyllakos, G. & Despotakis, F. (2008). Typing Versus “Digital Inking”: Computerized Handwritten Testing on the Tablet PC. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 5413-5421). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from .

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