Application of Ict and Rubrics to the Assessment Process where Professional Judgement Is Involved: The Features of an Emarking Tool

Autor/in	Campbell, Alistair
Titel	Application of Ict and Rubrics to the Assessment Process where Professional Judgement Is Involved: The Features of an Emarking Tool
Quelle	In: Assessment and Evaluation in Higher Education, 30 (2005) 5, S.529-537 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Feedback; Information Technology; Computer Uses in Education; Computer Assisted Testing; Evaluation Methods; Grading; Test Construction; Scoring Rubrics + Suchen Sie Ihr Suchwort? Informationstechnologie; Computernutzung; Notengebung; Schulnote; Testaufbau; Scoring formulas; Auswertungsbogen
Abstract	This paper describes a new ICT assessment tool that reduces multihandling of marks, comments and scores specifically where professional judgement is involved. Whereas previous ICT applications in most fields of education have focused on student learning, this tool focuses on the lecturer task of the assessment process. Unlike many ICT based assessment tools, it enables the assessor to make and record professional judgements. This tool moves the marking/recording sheet off the desk and onto the desktop (computer screen). The aim in using the tool is to reduce the unproductive busy work of marking such as adding up of marks, recording, and spell checking of comments by hand, also it allow for many different views of the information, and to increase the time spent on feedback, reflection and moderation. The tool combines features of the word processor, spreadsheet and database applications, and paperbased marking. These features are described and discussed as working examples are presented. The paper also describes other features or possible uses of the tool, including the development and refinement of rubricbased scales; the recording of feedback by markers about the quality of the marking key during and after marking; the ability to compare ones marks with those of the coordinator electronically; the evaluating and analysing of results; and the printing out of many different views of the data. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10