The Support Model for Interactive Assessment

Autor/inn/en	Ahmed, Ayesha; Pollitt, Alastair
Titel	The Support Model for Interactive Assessment
Quelle	In: Assessment in Education: Principles, Policy & Practice, 17 (2010) 2, S.133-167 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Student Evaluation; Computer Assisted Testing; Student Needs; Test Validity; Achievement Tests; Geography; Exit Examinations; Models; Questioning Techniques; High School Students; Student Attitudes; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Testvalidität; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Geografie; Final examination; Abschlussprüfung; Analogiemodell; Befragungstechnik; Fragetechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Ausland
Abstract	The two most common models for assessment involve measuring "how well" students perform on a task (the "quality model"), and "how difficult" a task students can succeed on (the "difficulty model"). By exploiting the interactive potential of computers we may be able to use a third model: measuring "how much help" a student needs to complete a task. We assume that every student can complete it, but some need more support than others. This kind of tailored support will give students a positive experience of assessment, and a learning experience, while allowing us to differentiate them by ability. The computer can offer several kinds of support, such as help with understanding a question, hints on the meanings of key concepts, and examples or analogies. A further type of support has particular importance for test validity: the computer can probe students for a deeper explanation than they have so far given. In subjects like geography or science, markers often would like to ask "yes, but why?", suspecting that students understand more than they have written. We describe a series of studies in which students were given a high level task as an oral interview and then as an interactive computerised assessment with varying types of support. Implications of the "support model" for future modes of assessment are discussed. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10