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Committing to quality learning through adaptive online assessment

Challis, Di 2005, Committing to quality learning through adaptive online assessment, Assessment & evaluation in higher education, vol. 30, no. 5, pp. 519-527, doi: 10.1080/02602930500187030.

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Title Committing to quality learning through adaptive online assessment
Author(s) Challis, Di
Journal name Assessment & evaluation in higher education
Volume number 30
Issue number 5
Start page 519
End page 527
Publisher Routledge
Place of publication London, England
Publication date 2005-10
ISSN 0260-2938
1469-297X
Keyword(s) assessment
Summary With advances in computer-based technologies and the emergence of e-learning, there are unprecedented opportunities to reconsider assessment of learning (and, axiomatically, of teaching) and how this can be undertaken. One approach is adaptive assessment. Although it has existed in the tertiary environment since the time of the oral examination, advanced technologies allow much fuller exploitation of the possibilities inherent in a dynamic system of testing that responds to the user. Having described the characteristics of adaptive assessment, this paper considers how it can achieve significant pedagogical aims within the sector. The paper differentiates between adaptive assessment to assist learning and adaptive assessment to assess achievement. How adaptive assessment can be put in place and salient issues, such as security and system integrity, when such assessment is used for credit, are then discussed. The paper concludes that the capability exists but it has yet to be exploited within higher education as a viable approach to assessment and as a contributor to quality learning.
Language eng
DOI 10.1080/02602930500187030
Field of Research 130303 Education Assessment and Evaluation
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2005, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003479

Document type: Journal Article
Collection: Learning Services
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