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Staff and student perceptions of computer-assisted assessment for physiology practical classes
Elizabeth Sheader1, Ingrid Gouldsborough, Ruth Grady
1Faculty of Life Sciences, The University of Manchester, Manchester, United Kingdom.
Advances in Physiology Education
|November 17, 2006
Summary
Computer-assisted assessment (CAA) offers an efficient solution for grading laboratory practicals in large classes. This method reduces staff workload and is favored by most students, despite minor accessibility challenges.
Area of Science:
- Educational Technology
- Higher Education Pedagogy
Background:
- Assessing laboratory practicals in large classes presents significant administrative challenges.
- Balancing staff workload reduction with maintaining a high-quality student learning experience is crucial.
Purpose of the Study:
- To evaluate the effectiveness and student/staff perceptions of computer-assisted assessment (CAA) for laboratory practicals.
- To compare CAA with traditional paper-based assessment methods in a large undergraduate cohort.
Main Methods:
- Utilized dedicated computer software for short-answer question assessment for approximately 300 students.
- Compared outcomes and perceptions with a traditional paper-based assessment method for the same student group.
Main Results:
- 75% of students expressed no preference or a preference for CAA in future assessments.
- Student-perceived advantages included remote access and easy submission; a key disadvantage was lack of internet access.
- Staff noted reduced marking time, less paperwork, plagiarism detection, and anonymous marking as key benefits, while acknowledging challenges in question tailoring and onscreen marking.
Conclusions:
- Computer-assisted assessment (CAA) is a valuable tool for managing laboratory practical assessments in large classes.
- While challenges exist, they are surmountable through training and software development.
- Future iterations of CAA software are expected to further enhance its utility and effectiveness.
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