| A Reflective study on the use of CAA to test knowledge and understanding of mineralogy (2002) | |||||||||||
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| A REFLECTIVE STUDY THE USE CAA TEST KNOWLEDGE AND UNDERSTANDING MINERALOGY Alan Boyle Reflective Study the use CAA Test Knowledge and Understanding Mineralogy Alan Boyle University Liverpool Department Earth Sciences University Liverpool Brownlow Street Liverpool apboyle liverpool Abstract Use multiple choice question based computer aided assessment assess level one first year mineralogy produced reliable assessment though with rather poor scores The use negative marking contributed this and also drew negative comment from the student cohort Reflection these outcomes led the use multiple response questions which performed better and did not encourage negative student feedback CAA performance does not equate very well with practical coursework assessment However these two assessments are addressing different learning outcomes and this disparity not surprising Statistical analysis suggests that these two forms assessment give truer indication student ability when they are combined enforces the conclusion that appropriate assessment tools should used for stated learning outcomes and that multimodal assessment best Introduction common problem with assessment that comes the end module and has conducted and reported short period time before the examiner has address other issues the next semester period research activity The result this that all too often the outcomes assessment are not reflected and result the assessment process not improved additional problem that the average univ. Use of multiple choice question based computer aided assessment to assess level-one (first year) mineralogy produced a reliable assessment, though with rather poor scores. The use of negative marking contributed to this, and also drew negative comment from the student cohort. Reflection on these outcomes led to the use of multiple response questions, which performed better and did not encourage negative student feedback. CAA performance does not equate very well with practical coursework assessment. However, these two assessments are addressing different learning outcomes and so this disparity is not surprising. Statistical analysis suggests that these two forms of assessment give a truer indication of a student’s ability when they are combined. It enforces the conclusion that appropriate assessment tools should be used for stated learning outcomes and that multimodal assessment is best. | |||||||||||
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