This document discusses computer-assisted assessment (CAA), which uses computers to deliver and manage assessments. CAA can be formative, providing feedback to promote learning, or summative, contributing to formal qualifications. It has advantages like objectivity and quick marking, but also disadvantages like being limited to testing knowledge over concepts. Recent developments aim to assess higher-order skills and provide free authoring tools to create online assessments without technical expertise.

1. Presented to:
Dr. Shafqat Ali
Associate Professor
UE Lower Mall Campus, Lahore
Presented By:
Sabir Ali
Roll No. MSF 1700148
M.Phil Education

2. What is CAA?
 "computer-assisted assessment" is a term
that covers all forms of assessments,
 whether summative (i.e. tests that will
contribute to formal qualifications) or
 formative (i.e. tests that promote learning but
are not part of a course's marking),
 delivered with the help of computers.

3. What is CAA?
 Computer Assisted assessment (CAA) is a common
term for the use of computers in the assessment of
student learning.
 Various other forms exist, such as
 Computer-Aided Assessment,
 computerised assessment,
 Computer Based assessment (CBA) and
 computer-based testing.
 Online Computer Based Assessment has existed for a
long time in the form of Multiple Choice Questions
(MCQ's).

4. IMPLEMENTATION
 Computer Based Assessment is commonly directly
made via a computer, whereas
 Computer Assisted Assessment is used to manage or
support the assessment process.
 Examples are the optical mark reader used to score
MCQs , and
 database programs used to record student marks.

5. FORMATIVE VERSUS SUMMATIVE
 Computer Assisted Assessment is typically formative,
in that,
 it helps students to discover whether they have
learned what the educator intended and provide
timely feedback on how best to teach a subject.
 Increasingly,
 it can be summative, with limited feedback typically
being given at the end of a course and serving to grade
and categorize the student's work.
 It can also be diagnostic, e.g. by testing for pre-
knowledge.

6. NORM REFERENCED VERSUS CRITERIA
TESTING
 Assessment techniques are usually either norm
referenced or criterion referenced.
 Norm referenced assesses an individual's
performance in relation to the norms established by a
peer group.
 Criterion referenced occurs when a student is
assessed on his or her ability to meet a required level
of skill or competence.
 Computer Assisted Assessment is usually
criterion referenced.

7. ADVANTAGES
 Well-written computer assisted testing is more likely
to be objective testing:
 testing that can be marked objectively and thus offer
high reliability.
 The benefit is that the tests can be marked quickly and
easily,
 and adapted to meet a wide range of learning
outcomes.

8. ADVANTAGES
 Tests have the following potential:
 To incorporate a wide range of media;
 To link online assessments to feedback;
 To incorporate hints into test questions;
 To assign other learning activities based on the test
result;
 To make randomized selection can be made from large
question banks;
 To be administrated easily,
 allowing better test management.


9. DISADVANTAGES
 CAA can have the following limitations:
 It is usually associated with testing knowledge skills
rather than conceptual understanding,
 because of the frequent use of MCQ formatting, which
is believed to test at a lower level of understanding
when related to Bloom's Taxonomy;
 Construction of good objective tests requires skill and
practice and so is initially time consuming;
 Implementation of a CAA system can be costly;
 Hardware and software must be carefully monitored to
avoid failure during examinations;

10. DISADVANTAGES
 Security issues can be a problem in Web based CAA;
 Students require adequate IT skills and experience of
the assessment type;
 Assessors and invigilators need training in assessment
design,
 IT skills and examination management;
 A high level of organization is required of all parties
involved in assessment (academics, support staff,
computer services, administrators).

11. RECENT DEVELOPMENTS
 Computer assisted assessment of higher order skills
 such as
 comprehension, application and reasoning is difficult.
 Recent research has produced an improvement in
CAA's ability to test these skills, and allowed for its
implementation of the tools on the Web.
 Areas for development include graphical hotspot
questions, which involve selecting an area of the
screen by moving a marker to the required position.
 Text assessment is also being developed.

12. RECENT DEVELOPMENTS
 A number of institutional Computer Based
Assessment development projects (many funded by
higher education initiatives) offer free or relatively
inexpensive assessment tools, which do not require the
purchase of costly licenses.
 One example is
 the CASTLE toolkit,
 part of the Book of Talent, which has been developed
so that Tutors and Course managers can create on-line
interactive assessment tools quickly and easily without
any prior knowledge of HTML, CGI , or scripting
languages.

13. RECENT DEVELOPMENTS
 Its aim is to provide a High Level Authoring Shell for
online Interactive Tutorials and Assessment, by
developing a comprehensive courseware authoring
tool, which will enable tutors to produce and maintain
on-line Web pages.
 This should enhance the learning resources available
to the student, whilst requiring a fairly minimal time
investment on behalf of the tutor or course developer.
 Effective question design means that assessment
questionnaires can test different cognitive processes
(e.g. comprehension, application and evaluation) as
well as the ability to recall facts.

14. THANKS
Don’t work hard,
Work intelligent