Benefits and Drawbacks of Computer-Based Assessment and Feedback Systems: Student and Educator Perspectives

Autor/inn/en	Debuse, Justin C. W.; Lawley, Meredith
Titel	Benefits and Drawbacks of Computer-Based Assessment and Feedback Systems: Student and Educator Perspectives
Quelle	In: British Journal of Educational Technology, 47 (2016) 2, S.294-301 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12232
Schlagwörter	Teacher Student Relationship; Educational Benefits; Teacher Attitudes; Computer Assisted Testing; Student Attitudes; Computer Assisted Instruction; Information Systems; Teaching Methods; Feedback (Response); Computer Uses in Education; Influence of Technology; Undergraduate Study; Graduate Students; Undergraduate Students; Higher Education; Outcomes of Education + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsertrag; Lehrerverhalten; Schülerverhalten; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computernutzung; Grundstudium; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg
Abstract	Providing students with high quality feedback is important and can be achieved using computer-based systems. While student and educator perspectives of such systems have been investigated, a comprehensive multidisciplinary study has not yet been undertaken. This study examines student and educator perspectives of a computer-based assessment and feedback system at undergraduate and postgraduate levels across a range of disciplines, course sizes and educator experience levels. The results suggest that students and educators may enjoy quality, efficiency and quantity benefits from such an approach, without the drawbacks of low personalisation and specificity identified within the literature. Time and effort are, however, required by educators for training and installation. Thus, workload and training allowances are recommended for practitioners, particularly for large courses where group assignments require highly personalised feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01