A Study of Perceptional Typologies on Computer Based Assessment(CBA): Instructor and Student Perspectives

Computer Based Assessments of Student Performance in Hybrid Classes: Does Class Size Really Matter?

This paper reports the relationship between student performances evaluated using computer-based assessment (CBA) tools in large (500+ students) and small (35 students) classes. While large classes allow an efficient use of limited university resources, they are sometimes perceived as diluting the richness of a small classroom learning process, resulting in poorer student performance. Computer-b...

Validity and Reliability of Scaffolded Peer Assessment of Writing From Instructor and Student Perspectives

Although peer reviewing of writing is a way to create more writing opportunities in college and university settings, the validity and reliability of peer-generated grades are a major concern. This study investigated the validity and reliability of peer-generated writing grades of 708 students across 16 different courses from 4 universities in a particular scaffolded reviewing context: Students ...

Bringing Classroom-Based Assessment into the EFL classroom

This  paper  describes  how  English  as  a  Foreign  Language  (EFL)  teachers  can  bring  reliable, valid, user-friendly assessment into their classrooms, and thus improve the quality of learning that  occurs  there.  Based  on  the  experience  of  the  author  as  a  an  EFL  teacher  and  teacher-trainer, it is suggested that the promotion and development of autonomy, intrinsic motivation...

Modelling Assessment Data with a Hierarchical Approach

Assessment data were collected from multiple institutions in fall 2013 and winter 2014 to measure the conceptual understanding and perspectives of statistics for students taught under a randomization-based curriculum. We concentrated on identifying student and instructor characteristics that were associated with student gains and determining whether there was a disparity in student gains based ...

Student and Instructor Perceptions of the Usefulness of Computer-Based Microworlds in Supporting the Teaching and Assessment of Computer Networking Skills: An Exploratory Study