Computer assisted assessment: Designing online quiz questions to assess a range of cognitive skills
PROCEEDINGS
Nick Reid, University of New England, Australia ; Catherine McLoughlin, Australian Catholic University, Australia
EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
This paper discusses the design and pedagogy underpinning the use of online quiz items in which students are presented with a range of questions designed to enhance understanding of complex linguistic constructions. It explores the design of different types of quiz question from the perspective of pedagogy and design of question types. The particular types of questions presented in this learning setting demonstrate a formative approach to assessment, closely integrated with learning processes. A matrix of questions is presented using Bloom's taxonomy showing the type of question, pedagogical underpinnings and cognitive skills required. The implication of the paper is that quiz type questions do not necessarily imply a narrow focus on recall, but can be designed to assess a range of learning processes.
Citation
Reid, N. & McLoughlin, C. (2002). Computer assisted assessment: Designing online quiz questions to assess a range of cognitive skills. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1625-1630). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/9989/.
© 2002 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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Computer Assisted Assessment: All those in favour tick here.
Gavin Sim, University of Central Lancashire, United Kingdom; Phil Holifield, University of Cenral Lancashire, United Kingdom
EdMedia + Innovate Learning 2004 (2004) pp. 2991–2994
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