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The impact on student performance of altering the assessment criteria around formative computer based assessments

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The impact on student performance of altering the assessment criteria around formative computer based assessments. / Waddell, K.A.; McChlery, S.; Asekomeh, A.O.

In: Research in Post-Compulsory Education, Vol. 17, No. 2, 01.06.2012, p. 223-245.

Research output: Contribution to journalArticle

Harvard

Waddell, KA, McChlery, S & Asekomeh, AO 2012, 'The impact on student performance of altering the assessment criteria around formative computer based assessments' Research in Post-Compulsory Education, vol 17, no. 2, pp. 223-245., 10.1080/13596748.2012.673902

APA

Waddell, K. A., McChlery, S., & Asekomeh, A. O. (2012). The impact on student performance of altering the assessment criteria around formative computer based assessments. Research in Post-Compulsory Education, 17(2), 223-245. 10.1080/13596748.2012.673902

Vancouver

Waddell KA, McChlery S, Asekomeh AO. The impact on student performance of altering the assessment criteria around formative computer based assessments. Research in Post-Compulsory Education. 2012 Jun 1;17(2):223-245. Available from: 10.1080/13596748.2012.673902

Author

Waddell, K.A.; McChlery, S.; Asekomeh, A.O. / The impact on student performance of altering the assessment criteria around formative computer based assessments.

In: Research in Post-Compulsory Education, Vol. 17, No. 2, 01.06.2012, p. 223-245.

Research output: Contribution to journalArticle

Bibtex - Download

@article{0e1afeabee49401795294711f2cb8130,
title = "The impact on student performance of altering the assessment criteria around formative computer based assessments",
author = "K.A. Waddell and S. McChlery and A.O. Asekomeh",
year = "2012",
doi = "10.1080/13596748.2012.673902",
volume = "17",
number = "2",
pages = "223--245",
journal = "Research in Post-Compulsory Education",
issn = "1359-6748",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - The impact on student performance of altering the assessment criteria around formative computer based assessments

A1 - Waddell,K.A.

A1 - McChlery,S.

A1 - Asekomeh,A.O.

AU - Waddell,K.A.

AU - McChlery,S.

AU - Asekomeh,A.O.

PY - 2012/6/1

Y1 - 2012/6/1

N2 - Computer Based Assessment (CBA) is propounded as a technique which seeks to meet competing pressures within higher education, both economic and pedagogic. There is, however, a need to better understand the use of CBA across different subject areas and levels, identifying barriers and enablers to its efficacy whilst also ensuring its fit with other learning frameworks. This article considers, between two student cohorts, the impact of altering a CBA from a zero-staked formative to a low-stake summative instrument on a level one module for non-accounting specialists. The results show that whilst the student participation in the different elements of the module changed with a highly significant uptake of the assessment, there was a significant drop-off in seminar attendance, suggesting a substitutionary rather than a complementary learning resource. The performance of the students was not seen to change as a result of the revised assessment strategy. The results are discussed with suggestions made for further research. © 2012 Copyright Further Education Research Association.

AB - Computer Based Assessment (CBA) is propounded as a technique which seeks to meet competing pressures within higher education, both economic and pedagogic. There is, however, a need to better understand the use of CBA across different subject areas and levels, identifying barriers and enablers to its efficacy whilst also ensuring its fit with other learning frameworks. This article considers, between two student cohorts, the impact of altering a CBA from a zero-staked formative to a low-stake summative instrument on a level one module for non-accounting specialists. The results show that whilst the student participation in the different elements of the module changed with a highly significant uptake of the assessment, there was a significant drop-off in seminar attendance, suggesting a substitutionary rather than a complementary learning resource. The performance of the students was not seen to change as a result of the revised assessment strategy. The results are discussed with suggestions made for further research. © 2012 Copyright Further Education Research Association.

UR - http://www.scopus.com/inward/record.url?scp=84861316513&partnerID=8YFLogxK

U2 - 10.1080/13596748.2012.673902

DO - 10.1080/13596748.2012.673902

M1 - Article

JO - Research in Post-Compulsory Education

JF - Research in Post-Compulsory Education

SN - 1359-6748

IS - 2

VL - 17

SP - 223

EP - 245

ER -

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