Assessment, one aspect of a VLE

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Assessment, one aspect of a VLE
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A set of pragmatic reasons for using a Virtual
Learning Environmentmainly arising from
Assessment
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Reasons for introducing WebCT/e-learning

• MSc CIS - 300 students 200FT 100PT (conversion
  masters)
• some part-time, unable to attend class test
• content has mathematical / fundamental knowledge
• Easter was coming
• Rapid feed-back is essential
• Such marking is mind-numbingly boring

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Pedagogical considerations

• We were concerned that
• non-cognate students would not engage in time,
• they should have rapid feedback in order to
  improve,
• see how interesting data communications can be,
• we should increase our retention statistics and
• to give value for money

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How we employed the VLE

• The subject area Data Communications
• numeracy, application of formulae, knowledge and
  understanding
• Students took 4 tests in weeks 3,5,7,9 11
• final examination week 14
• 1 hour multiple choice
• computer marked - Formic (VLE next year? )
• Now some actual results,
• comparing VLE supported assessment v traditional
  multiple choice

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Gosh! dont some really improve!
Pass
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Potential exploiters of system
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(No Transcript)
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Difference in average scores arises because

• the equal weighting of each test
• that earlier tests are easier, for encouragement,
• we were somewhat tentative,
• the fact that it is continuous and drives
  students to score well and
• that the assessment process was not as secure as
  the examination process.

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Advantages of using this approach over
alternatives

• Part-time students can take test elsewhere (due
  scepticism),
• demonstrating flexibility, widening access
• Can direct the input effort to a time that suits
  lecturer
• Once beyond the crossover point, one saves hours.
  (60 Stud/Tut)
• supported by university - bound to help spread
  the blame!
• Must support the receipting of coursework -
  university requirement.
• seems as reasonable as others- thats faint praise

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Any concerns over the use of WebCT

• Plagiarism - N open windows (where N is an
  integer gt1)
• phantom students
• lost answers - submit a question, or a test at a
  time
• how robust, graceful death
• how well supported centrally, denial of access
  ILT 12002
• variability/common standard of published material
  
• pragmatic printing.

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Support mechanisms needed

• Lots
• I used MSc project students in part to
  administer,
• placement students to develop question bank,
• this helped them also,
• LTSN ICS lifeline,
• time to think about the activity,
• good will in Life Long Learning and
• the need to look slick(ish) in comparison
• Una, Sylvia, Paul, Andrew - thanks

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Thanks for Listening