View in EDS PDF Full Text

Six Key Topics for Automated Assessment Utilisation and Acceptance.

Saved in:
Bibliographic Details
Title: Six Key Topics for Automated Assessment Utilisation and Acceptance.
Alternate Title: Šeši svarbiausi klausimai apie automatinio vertinimo naudojimą ir priėmimą.
Authors: REINERS, Torsten1,2 reiners@econ.uni-hamburg.de, DREHER, Carl2 c.dreher@curtin.edu.au, DREHER, Heinz2 h.dreher@curtin.edu.au
Source: Informatics in Education. Apr2011, Vol. 10 Issue 1, p47-64. 18p. 2 Diagrams, 3 Graphs.
Subject Terms: *Educational evaluation utilization, *Formative tests, *Information networks, *Universities & colleges, Virtual reality
Geographic Terms: Australia
Abstract (English): Automated assessment technologies have been used in education for decades (e.g., computerised multiple choice tests). In contrast, Automated Essay Grading (AEG) technologies: have existed for decades; are 'good in theory' (e.g., as accurate as humans, temporally and financially efficient, and can enhance formative feedback), and yet; are ostensibly used comparatively infrequently in Australian universities. To empirically examine these experiential observations we conducted a national survey to explore the use of automated assessment in Australian universities and examine why adoption of AEG is limited. Quantitative and qualitative data were collected in an online survey from a sample of 265 staff and students from 5 Australian universities. The type of assessment used by the greatest proportion of respondents was essays/reports (82.6%), however very few respondents had used AEG (3.8%). Recommendations are made regarding methods to promote technology utilisation, including the use of innovative dissemination channels such as 3D Virtual Worlds. [ABSTRACT FROM AUTHOR]
Abstract (Lithuanian): Automatinio vertinimo technologijos švietime naudojamos jau kelis dešimtmečius (pvz., kompiuterizuoti kelių pasirinkimo variantų testai). Automatinės rašinių (esė) reitingavimo technologijos egzistuoja taip pat jau kelis dešimtmečius, tačiau Australijos universitetuose jos naudojamos palyginti retai. Šio straipsnio autoriai, norėdamai suprasti priežastis, kodėl automatinės rašinių reitingavimo sistemos retai naudojamos Australijos universitetuose, atliko nacionalinį tyrimą. Kiekybiniai ir kokybiniai duomenys internetinės apklausos būdu buvo surinkti iš 265 darbuotojų ir studentų penkiuose Australijos universitetuose. Didžiausia dalis respondentų vertinimui pateikia rašinius ir referatus (82,6%), tačiau automatinis reitingavimas buvo naudotas labai retai (3,8%). Straipsnyje pateiktos rekomendacijos taikyti metodams, kurie skatintų vertinimo technologijų naudojimą, įskaitant novatoriškus sklaidos kanalus, pavyzdžiui, trimačius virtualiuosius pasaulius. [ABSTRACT FROM AUTHOR]
Copyright of Informatics in Education is the property of Informatics in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 67257657
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Six Key Topics for Automated Assessment Utilisation and Acceptance.
– Name: TitleAlt
  Label: Alternate Title
  Group: TiAlt
  Data: Šeši svarbiausi klausimai apie automatinio vertinimo naudojimą ir priėmimą.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22REINERS%2C+Torsten%22">REINERS, Torsten</searchLink><relatesTo>1,2</relatesTo><i> reiners@econ.uni-hamburg.de</i><br /><searchLink fieldCode="AR" term="%22DREHER%2C+Carl%22">DREHER, Carl</searchLink><relatesTo>2</relatesTo><i> c.dreher@curtin.edu.au</i><br /><searchLink fieldCode="AR" term="%22DREHER%2C+Heinz%22">DREHER, Heinz</searchLink><relatesTo>2</relatesTo><i> h.dreher@curtin.edu.au</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Informatics+in+Education%22">Informatics in Education</searchLink>. Apr2011, Vol. 10 Issue 1, p47-64. 18p. 2 Diagrams, 3 Graphs.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Educational+evaluation+utilization%22">Educational evaluation utilization</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+tests%22">Formative tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+networks%22">Information networks</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: Automated assessment technologies have been used in education for decades (e.g., computerised multiple choice tests). In contrast, Automated Essay Grading (AEG) technologies: have existed for decades; are 'good in theory' (e.g., as accurate as humans, temporally and financially efficient, and can enhance formative feedback), and yet; are ostensibly used comparatively infrequently in Australian universities. To empirically examine these experiential observations we conducted a national survey to explore the use of automated assessment in Australian universities and examine why adoption of AEG is limited. Quantitative and qualitative data were collected in an online survey from a sample of 265 staff and students from 5 Australian universities. The type of assessment used by the greatest proportion of respondents was essays/reports (82.6%), however very few respondents had used AEG (3.8%). Recommendations are made regarding methods to promote technology utilisation, including the use of innovative dissemination channels such as 3D Virtual Worlds. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Lithuanian)
  Group: Ab
  Data: Automatinio vertinimo technologijos švietime naudojamos jau kelis dešimtmečius (pvz., kompiuterizuoti kelių pasirinkimo variantų testai). Automatinės rašinių (esė) reitingavimo technologijos egzistuoja taip pat jau kelis dešimtmečius, tačiau Australijos universitetuose jos naudojamos palyginti retai. Šio straipsnio autoriai, norėdamai suprasti priežastis, kodėl automatinės rašinių reitingavimo sistemos retai naudojamos Australijos universitetuose, atliko nacionalinį tyrimą. Kiekybiniai ir kokybiniai duomenys internetinės apklausos būdu buvo surinkti iš 265 darbuotojų ir studentų penkiuose Australijos universitetuose. Didžiausia dalis respondentų vertinimui pateikia rašinius ir referatus (82,6%), tačiau automatinis reitingavimas buvo naudotas labai retai (3,8%). Straipsnyje pateiktos rekomendacijos taikyti metodams, kurie skatintų vertinimo technologijų naudojimą, įskaitant novatoriškus sklaidos kanalus, pavyzdžiui, trimačius virtualiuosius pasaulius. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Informatics in Education is the property of Informatics in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=67257657
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.15388/infedu.2011.04
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 47
    Subjects:
      – SubjectFull: Educational evaluation utilization
        Type: general
      – SubjectFull: Formative tests
        Type: general
      – SubjectFull: Information networks
        Type: general
      – SubjectFull: Universities & colleges
        Type: general
      – SubjectFull: Virtual reality
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Six Key Topics for Automated Assessment Utilisation and Acceptance.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: REINERS, Torsten
      – PersonEntity:
          Name:
            NameFull: DREHER, Carl
      – PersonEntity:
          Name:
            NameFull: DREHER, Heinz
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2011
              Type: published
              Y: 2011
          Identifiers:
            – Type: issn-print
              Value: 16485831
          Numbering:
            – Type: volume
              Value: 10
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Informatics in Education
              Type: main
ResultId 1