Six Key Topics for Automated Assessment Utilisation and Acceptance.
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| 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] |
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| Database: | Education Research Complete |
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