Learning Through Assessment: OLAL .. On-Line Assessment and Learning

This paper describes the development of a multiple choice, computerised, and formative On Line Assessment & Learning System (OLAL), and the results and feedback with respect to the system's introduction into a degree module as a means of assessment, and as a tool to facilitate learning. This system was developed to replace the current exam based process as a means of assessing a level two degree module in Computer Communications and Networks within the School of Computing at the University of Glamorgan. The OLAL system, significantly reduces the marking load on the academic member of staff, but at the same time clearly addresses the issues of instantaneous student feedback, and the maintaining of standards within the subject area without the final examination process being undertaken. It allows the assessment of the student's understanding of the subject area, rather than merely addressing their ability in report writing or proficiency in the use of a specific development tool. The use of OLAL, permits the cumulative assessment of the students at four stages throughout the module. The students, whilst performing the test, are permitted two attempts, with the same questions being presented on each occasion. The cumulative score of these passes, in the ratio of 60/40, is then stored away to the student database for assessment purposes. The test includes a timer per question, ensuring that the students are in a "pressure environment" whilst performing the test. It also allows the student time to make use of the formative nature of the system in checking whether they were correct, or if not, then why? The marking scheme of the system includes a score of plus two for a correct solution and a punitive measure of minus one for an incorrect solution. This simplistic measure of allowing two attempts of the test provides a very effective learning mechanism, rather than a pure assessment exercise, as is the normal situation in the standard non-formative examination process. The test also provides a valuable tool in automatically reporting on questions which have caused problems to the students, and hence suggests areas of questioning to be passed through to the next stages of assessment, and also indicates areas of the course which may require further lecturing or directed support. The paper analyses the overall results produced by the introduction of this system with respect to the students' perceived understanding of the subject area. It also addresses the efficiency of the system, and also reports upon the student feedback concerning their acceptance of the system as both a means of assessment and its formative and learning features.