Strategies for coping with unexpected uptake of CBA

Stuart Hepplestonee-learning adviser

Learning and Teaching InstituteSheffield Hallam University

7th International Computer Assisted Assessment Conference

8-9 July 2003

7th International Computer Assisted Assessment Conference 8-9 July 2003

Content of session• Background to CBA at SHU• Drivers for the uptake of CBA• Emerging trends• Examples of usage• Support strategies• Questions

7th International Computer Assisted Assessment Conference 8-9 July 2003

SHU LTA strategy• Flexible delivery• Support for a diversity of students• Appropriate use of technology

7th International Computer Assisted Assessment Conference 8-9 July 2003

SHU LTA strategy• Flexible delivery• Support for a diversity of students• Appropriate use of technology

• e-learning@shu projecthttp://e-learning.shu.ac.uk

7th International Computer Assisted Assessment Conference 8-9 July 2003

Previous CBA activity at SHU

• Optical Mark Reader• Other VLEs• Question Mark• Support for CBA up to 2001

http://www.shu.ac.uk/services/lti/resources/caapracticalguidance/

7th International Computer Assisted Assessment Conference 8-9 July 2003

CBA at SHU 2001 onwards• The VLE as driver• Other drivers

– Time– Independent learning– Improved support– External influences

7th International Computer Assisted Assessment Conference 8-9 July 2003

CBA at SHU 2001 onwards• What's happening now?

– 18,000 students enrolled on 1+ sites– 1,200 staff enrolled in an Instructor role– 1,000 active courses– 8,000 students experienced CBA

– Blackboard usage statistics 2 June 2003

7th International Computer Assisted Assessment Conference 8-9 July 2003

CBA in Blackboard• Assessment types – Test, Survey• Question types

– Multiple Choice – Matching– Multiple Answer – Ordering– True/False – Fill-in-the-Blank

– Short Answer/Essay• Question pools• Feedback

7th International Computer Assisted Assessment Conference 8-9 July 2003

Examples of usage• Diagnostic Radiography• Languages• Sports Science

7th International Computer Assisted Assessment Conference 8-9 July 2003

7th International Computer Assisted Assessment Conference 8-9 July 2003

7th International Computer Assisted Assessment Conference 8-9 July 2003

7th International Computer Assisted Assessment Conference 8-9 July 2003

7th International Computer Assisted Assessment Conference 8-9 July 2003

7th International Computer Assisted Assessment Conference 8-9 July 2003

7th International Computer Assisted Assessment Conference 8-9 July 2003

Perceived wisdoms• CBA is most appropriate for large

cohorts where automated marking can save time

• CBA is mainly about MCQs• Students will not engage with CBA

unless it carries credit

7th International Computer Assisted Assessment Conference 8-9 July 2003

Expectations and experiences

• Staff– Marking– Repeatability and reusability– Randomisation

• Students– Motivating– Flexibility– Immediate feedback

7th International Computer Assisted Assessment Conference 8-9 July 2003

Support strategy for CBA• One to one support• SHU Blackboard Users’ Forum• Newsflash• Better your Blackboard basics• Accessible Assessments

http://www.shu.ac.uk/services/lti/accessibleassessments/

• Building Question Pools

7th International Computer Assisted Assessment Conference 8-9 July 2003

Support strategy for CBA• Staff, student and institutional issues

– Level of staff ICT skills– Appropriateness– Fairness and equity– Workload implications– Beyond MCQs– Summative/real time– Exceeding targets

7th International Computer Assisted Assessment Conference 8-9 July 2003

Further information• Contact:

s.j.hepplestone@shu.ac.uk• Web site:

http://e-learning.shu.ac.uk

7th International Computer Assisted Assessment Conference 8-9 July 2003