van der Sluis, H. (2009) ’A different installation of online assessment environment and the consequence for its use’
by ku 39673, - at Kingston University on May 25, 2010
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van der Sluis, H. (2009) ’A different installation of online assessment environment and the consequence for its use’. Conference paper presented at: 4th Plymouth e-Learning Conference 2009, ...
van der Sluis, H. (2009) ’A different installation of online assessment environment and the consequence for its use’. Conference paper presented at: 4th Plymouth e-Learning Conference 2009, University of Plymouth, 23 & 24 April 2009
In this paper we compare two installations of an online assessment environment at institutions with contrasting assessment histories.
Kingston University (UK) has a range of tools available which support e-assessments, and includes Blackboard, Respondus and Questionmark Perception (QMP). The choice to use QMP is based on individual needs. Albeda College (Netherlands) had a pen and paper assessment tradition at the end of a module and QMP convert this to an online practice. The uses in each case have important consequences for its sustainability and lessons can be learnt by comparing and contrasting these two approaches.
The department of Social Care at Albeda College makes use of QMP as a standalone application, without integration with a VLE, to deliver summative assessments, with a central team that handles both the publishing of the assessment and provides an explicit quality assurance. This represents a centralist approach in which a small group of administrators deliver and support course teams but put constraints on the formative use of objective testing.
Kingston University, on the other hand, makes use of the Blackboard Connector to integrate Questionmark Perception with the VLE. Every lecturer is effectively an administrator and able to deliver formative and summative assessment to students. The installation provides a more decentralised approach enabling a greater degree of pedagogical flexibility; it demands different training and support for lecturers and varying levels of responsibility during the delivery of assessments. Quality assurance is provided through existing protocols for all assessments.
The paper will draw on ongoing experiences and recent literature to discuss the benefits and drawbacks of these two approaches and the implications for administration, assessment delivery, support, organisation, question analysis and pedagogy.
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