1、毕业论文（设计）外文翻译外文原文COMPUTERASSISTEDASSESSMENT1INTRODUCTION11WHATISCOMPUTERASSISTEDASSESSMENTCOMPUTERASSISTEDASSESSMENTCAAREFERSTOTHEUSEOFCOMPUTERSTOASSESSSTUDENTSPROGRESSTHEASSESSMENTSCANVARYINFORMATEITHERCONSISTINGOFAPREPRINTEDPAPERTESTONTOWHICHSTUDENTSMARKTHEIRRESPONSES,WHICHARETHENPROCESSEDAUTOMATIC
2、ALLYUSINGANOPTICALMARKREADERORINVOLVINGTHEDIRECTINPUTOFSTUDENTSRESPONSESINTOACOMPUTERTERMINALCOMPUTERBASEDASSESSMENTSMAYBESTANDALONEANDSPECIFICTOCERTAINMACHINESWITHINACOMPUTERLABBASEDONALOCALNETWORKINTRANETOR,ASISINCREASINGLYCOMMON,WEBBASEDTHENATUREOFTHEASSESSMENTSMAYALSODIFFERTHEYCANBEDIAGNOSTICTOD
3、ETERMINESTUDENTSKNOWLEDGEPRIORTOSTARTINGACOURSE,POTENTIALLYALLOWINGAMENDMENTSTOTHEIRSPECIFICCOURSEDESIGNTHEYCANBEFORMATIVEANDINCLUDEONGOINGFEEDBACKEITHERDURINGTHEASSESSMENTORAFTERTHEYMAYBESCOREDFORMATIVE,ALLOWINGONGOINGCOMPARISONOFASTUDENTSPROGRESSOVERAPERIODOFTIME,POSSIBLYREPLACINGANENDOFTERMSUMMAT
4、IVEASSESSMENTALTERNATIVELY,THEYMAYBESUMMATIVE,CONTRIBUTINGTOASTUDENTSENDOFYEARMARKDEPENDINGONCIRCUMSTANCES,SUCHTESTSCANBEEITHERSUPERVISEDORNONSUPERVISED,WITHTHEOPTIONOFALLOWINGSTUDENTSTOCHECKTHEIROWNPROGRESSTHROUGHSELFASSESSMENTALTHOUGHMORECOMMONLYUSEDFORTESTINGLOWERORDERSKILLSSUCHASKNOWLEDGE,UNDERS
5、TANDINGANDAPPLICATION,WHENPROPERLYFORMULATEDTHEYCANALSOBEUSEDFORTESTINGHIGHERORDERSKILLSANALYSIS,SYNTHESISANDEVALUATIONTHEIRNATUREALLOWSTHEAUTOMATIONOFWHATWASPREVIOUSLYAVERYTIMECONSUMINGTASKTHATIS,MARKINGANDMONITORINGPROGRESSLIKEOTHERTOOLS,APROPERLYCONSTRUCTEDCAAPACKAGECANBEVERYEFFICIENTINACHIEVINGI
6、TSDESIGNATEDTASKSTHECASESTUDYINSECTION3THEABERDEENCASEEXEMPLIESAPROCEDURETHATWASJUDGEDTOBEANOVERWHELMINGSUCCESSUNSURPRISINGLY,IFBADLYDESIGNED,OREXPECTEDTOFULFILLINAPPROPRIATEAIMS,ACAAFRAMEWORKWILLNOTACHIEVEITSPOTENTIAL12WHYASSESSSTUDENTSANUMBEROFREASONSMAYBEGIVENTOJUSTIFYTHEUSEOFASSESSMENTSANDNEEDTO
7、BEBORNEINMINDWHENCONSIDERINGTHEAPPROPRIATENESSOFCAATESTSTHEYMAYINCLUDETHOSESHOWNINBOX1ITISALSOTRUETHATIFTOPICSDONOTHAVESOMESORTOFASSESSMENTPROCEDURE,STUDENTSMAYNOTAPPLYTHEMSELVESTOTHETOPICSWITHTHEPREFERREDVIGOR13WHATARETHEJUSTIFICATIONSFORUSINGCAANOONEHASASYETFOUNDTHEHOLYGRAILOFASSESSMENTINCONSIDERI
8、NGCAAASONEOFMANYPOSSIBLEMETHODS,WENEEDTOWEIGHUPTHEADVANTAGESANDDISADVANTAGESFORTHEDIFFERENTINTERESTGROUPSINVOLVEDLECTURERS,STUDENTS,ADMINISTRATORSANDSUPPORTSTAFFWESHOULDALSOCONSIDERWHETHERANYFURTHERMOVETOWARDSCAAISPRIMARILYPEDAGOGICALLYDRIVENORSIMPLYRESOURCEDRIVENITISSUGGESTEDINSECTION3THATTHEEXTENT
9、TOWHICHITWILLENHANCESTUDENTLEARNINGSHOULDBETHEPARAMOUNTCRITERION,RATHERTHANHOWMUCHTIMEANDOTHERRESOURCESITWILLSAVEGIVENTHEDIFFERINGFORCESTHATMAYBEATWORK,ITISTHEREFOREUSEFULTOCONSIDERTHEADVANTAGESANDDISADVANTAGESOFCAAFROMTHEPERSPECTIVEOFPEDAGOGYANDADMINISTRATIONPEDAGOGICALADVANTAGESOFCAAIFASUCCESSFULS
10、YSTEMISDESIGNEDANDIMPLEMENTED,THECLAIMSOFCAAARESTRONGSEEBOX2BOX2PEDAGOGICALADVANTAGESOFCAAITENABLESTHEASSESSMENTOFAWIDERANGEOFTOPICSVERYQUICKLY,WITHANASSOCIATEDREDUCTIONINTHETIMETHATLECTURERSDEDICATETOMARKINGTHENEEDFORDOUBLEMARKINGISTOTALLYELIMINATEDTHISTIMEANDRESOURCESAVINGALLOWSMOREREGULARASSESSME
11、NTTHANMIGHTOTHERWISEHAVEBEENPOSSIBLE,CONSEQUENTLYENABLINGMOREDETAILEDKNOWLEDGEOFSTUDENTSPROGRESSANDQUICKERIDENTICATIONOFPROBLEMSTESTSCANBETAILOREDTOMATCHSTUDENTSABILITIESAND,WITHFORMATIVEASSESSMENTS,ITMAYBEPOSSIBLEFORCONTENTTOBEVARIEDAUTOMATICALLYASTHETESTITSELFPROGRESSES,MATCHINGSTUDENTSWEAKNESSESA
12、STHEYEMERGEDURINGTHETESTCOMPUTERADAPTIVETESTINGBOX1REASONSFORASSESSINGSTUDENTSHELPINGTHESTUDENTLEARNINGPROCESSTHROUGHFORMATIVEASSESSMENTSGRADINGSTUDENTSWORKTHROUGHSUMMATIVEASSESSMENTSBEINGABLETOREGULARLYEVALUATESTUDENTPROGRESSHELPINGTOMONITORHOWEFFECTIVECURRENTTEACHINGANDLEARNINGSTRATEGIESMAYBESOMET
13、IMES,ASINTHEABERDEENCASE,CAACANFILLAGAPTHATNEITHERLECTURERSNORSMALLERTUTORIALGROUPSCOULDOTHERWISEFULFILL,GIVENRESOURCESITISALSOARGUEDTHATTHEADOPTIONOFTHEAPPROPRIATEAPPROACHCANLEADTODEEPLEARNINGINADDITIONTOMORETRANSIENTGAINSINTERMSOFADVANTAGESTOSTUDENTS,INADDITIONTOTHEIRBEINGMORECLOSELYMONITOREDBYACA
14、DEMICSTAFF,ITISALSOPOSSIBLEFORTHEMTORECEIVEFEEDBACKDURING,ORIMMEDIATELYAFTER,AFORMATIVEASSESSMENTTHISALLOWSSTUDENTSTOSELFASSESSANDCHECKTHEIRPROGRESSATTHEIROWNPACE,HOPEFULLYTURNINGASSESSMENTSFROMEVENTSTOBEFEAREDANDENDURED,INTOONESTHATMAYEVENBEENJOYEDASWELLASPOSSIBLYCHANGINGSTUDENTSPERCEPTIONSOFASSESS
15、MENT,ITMAYBETHECASETHATLEARNERSAREMOREEFFECTIVEWHENTHEYTAKENOTEOFEXTERNALLYPROVIDEDFEEDBACKFINALLY,INRELATIONTOTHESUCCESSANDAPPROPRIATENESSOFSPECIFICMODULES,FEEDBACKFROMSTUDENTSONTHEQUALITYANDPACEOFTHECOURSECANBEMADEANINTEGRALPARTOFTHEASSESSMENT,ALLOWINGCOURSEEVALUATIONBYACADEMICSTAFFTOBEUNDERTAKENM
16、OREEASILYAGAINTHEABERDEENCASEGIVESREALLIFEINSTANCESOFTHISADMINISTRATIVEADVANTAGESOFCAAAGAIN,APROPERLYCONSTRUCTEDANDIMPLEMENTEDCAASCHEMECANOFFERMANYADVANTAGESTOINSTITUTIONSBOX314WHATARETHEDISADVANTAGESOFUSINGCAAAGAINITISUSEFULTOLOOKATTHESEFROMAPEDAGOGICALANDANADMINISTRATIVEPOINTOFVIEWBOX3ADMINISTRATI
17、VEADVANTAGESOFCAATHESAVINGOFTIMEINSUPERVISION,INVIGILATIONANDMARKING,ANDAREDUCTIONINSUBJECTIVITYANDHUMANERRORINTHEMARKINGPROCESSITSELFWHENDEALINGWITHLARGEGROUPSOFSTUDENTS,THETIMEANDRESOURCESAVINGCANBEOFASIGNICANTORDERGIVENTHECOMPUTERBASEDNATUREOFTHEEXERCISE,SUBSTANTIALREDUCTIONSINPRINTINGCOSTSSHOULD
18、BEACHIEVEDWHENASSESSMENTSAREUPDATEDORALTEREDSTATISTICALEVALUATIONSOFTHERESULTSCANBEGENERATEDAUTOMATICALLY,WITHNOADDITIONALKEYINGINOFMARKS,THUSREDUCINGEVALUATIONTIMESUCCESSFULINTEGRATIONINTO,ANDCOORDINATIONWITH,STUDENTRECORDSANDUNIVERSITYINFORMATIONANDMANAGEMENTSYSTEMSDISADVANTAGESFROMAPEDAGOGICALPOI
19、NTOFVIEWTHESETENDTORELATETOTWOISSUESRST,QUALITYANDSECONDLY,THEINITIALSETUPTIMEANDLEARNINGCURVEINTERMSOFQUALITY,THECONSTRUCTIONOFVALUABLEOBJECTIVETESTSOFTENTHEENTRYLEVELFORACAANEEDSADEQUATESTAFFTRAININGANDWILLBEINITIALLYTIMECONSUMINGANINJUDICIOUSUSEOFMULTIPLECHOICEQUESTIONSCANLEADTOAFOCUSONTHETESTING
20、OFASUPERFICIALLEVELOFUNDERSTANDING,WITHCONSEQUENTCYNICISMFROMSTAFFANDSTUDENTSALIKEALTHOUGHITISCERTAINLYPOSSIBLETOTESTHIGHERORDERLEVELSOFUNDERSTANDING,THISISAMOREDIFFICULTTASKWITHINCAAANDAGAINNEEDSAHIGHINVESTMENTOFINITIALTIME,TOGETHERWITHTHECONSEQUENTHIGHERLEVELOFQUALITYASSURANCEOBJECTIVETESTSCANNOTT
21、ESTASTUDENTSABILITYTOCOMMUNICATE,ORTHEIRPROPENSITYFORORIGINALTHINKING,ANDTHUSSHOULDONLYBEONEOFABATTERYOFAPPROACHESADOPTEDTOTESTSTUDENTSKNOWLEDGESOMEISSUESMAYALSOEXISTREGARDINGGENDERBIASINMULTIPLECHOICEQUESTIONSITHASBEENCLAIMEDTHATFEMALESMAYBEDISADVANTAGEDBYSUCHAFORMAT,ALTHOUGHINAVERYUSEFULREVIEWOFLI
22、TERATUREONTHESUBJECT,MCKENDREE2002SUGGESTSTHATCURRENTEVIDENCETENDSATMOSTTOSUGGESTAWEAKSYSTEMATICLINKAFURTHERDISADVANTAGEOFCAASYSTEMSISTHATADDITIONALTRAININGINTERMSOFITANDASSESSMENTDESIGNMAYBEREQUIREDFORINVIGILATORS,GIVENTHATTHENATUREOFPOSSIBLEISSUESWHICHSTUDENTSMAYRAISEINACOMPUTERBASEDASSESSMENTARED
23、IFFERENTFROMTHOSEWHICHMIGHTBERAISEDDURINGASIMILARPAPERBASEDEXERCISEINTERMSOFSTUDENTDISADVANTAGE,CAATESTSALSORELYONACERTAINLEVELOFITCOMPETENCEWHICHSHOULDNEVERBEOVERESTIMATED,DESPITESTUDENTFAMILIARITYWITHEMAILORWEBBASEDBULLETINBOARDSIFUSEDASPARTOFADISTANCELEARNINGAPPROACH,OROTHERWISERELYINGONOFFCAMPUS
24、ACCESS,THEREMAYBEADDITIONALISSUESOFACCESSTOADEQUATECOMPUTERSORRELIABLEANDFASTINTERNETCONNECTIONSASWITHOTHERCOMPUTERBASEDAPPROACHES,ISSUESMAYBERAISEDFORSTUDENTSWITHSPECIALNEEDSFINALLY,PLAGIARISMMAYALSOBEANISSUEUNLESSADEQUATESAFEGUARDSCANBEPUTINTOPLACEREGARDINGTHEAUTHENTICATIONOFSTUDENTSIDENTITIESADDI
25、TIONALMEASURESMAYLIKEWISEHAVETOBEESTABLISHEDTODISCOURAGEANDPREVENTCHEATINGTHESESECURITYMEASURESWOULD,OFCOURSE,VARYWITHTHESPECIFICASSESSMENTFORMATANDCOULDRANGEFROMPRECAUTIONSSUCHASLOADINGTHEEXAMQUESTIONSONTOTHESERVERATTHELASTMOMENTINORDERTOPREVENTUNAUTHORIZEDACCESS,TOADDITIONALENCRYPTIONFACILITIESBEI
26、NGUSEDTOPREVENTUNAUTHORIZEDACCESSTOQUESTIONANDANSWERFILESDISADVANTAGESFROMANADMINISTRATIVEPOINTOFVIEWSIMILARTOTHEHIGHERSETUPTIMEINTERMSOFACADEMICPREPARATION,AHIGHLEVELOFCOORDINATIONANDCOOPERATIONWILLBENEEDEDBETWEENLEARNINGFACILITATORS,OFTENCROSSINGSEVERALDEPARTMENTALBOUNDARIESTHEADMINISTRATIVETIMEIN
27、INITIALLYREALIZINGANDIMPLEMENTINGASCHEMECANBEEXPECTEDTOBEHEAVYALTHOUGHBREAKDOWNOFPUBLISHEDSOFTWAREAPPEARSTOBECOMPARATIVELYRARE,THESAMECANNOTBESAIDOFINDIVIDUALCOMPUTERSWITHINACOMPUTERLAB,ORINDEEDTHELOCALNETWORKSOFWHICHTHEYAREPARTLIKEWISE,THEPHYSICALDEMANDSONITSTAFF,COMPUTERHARDWAREANDLABSPACEIFCAASCH
28、EMESARETOBECONDUCTEDSIMULTANEOUSLYONALARGESCALECANBESUBSTANTIALALLSYSTEMSOFCAADIFFERFROMEACHOTHER,ANDINSOMECASESMAYNOTINTEGRATEWELLWITHEXISTINGMANAGEDLEARNINGENVIRONMENTSIFALREADYADOPTEDOTHERSMAYHAVEDIFFICULTY,FORINSTANCE,INFULLYIMPLEMENTINGANONYMOUSMARKINGASTANDARDAPPROACHISINCREASINGLYBEINGADOPTED
29、ACROSSINSTITUTIONSANONYMOUSMARKINGISVERYDIFFICULTTOENSURE,IFCAAISINVIGILATED2MAINCONTENT21DECIDINGWHETHERYOUWANTTOUSECAAINDECIDINGWHETHERTOUSECAAWITHINATEACHINGENVIRONMENT,ITISIMPORTANTTOSTARTBYCONSIDERINGALLTHEADVANTAGESANDDISADVANTAGESLISTEDABOVEALTHOUGHSOMEFORMOFCAAISINCREASINGLYBECOMINGTHENORMIN
30、MOSTLEARNINGINSTITUTIONS,ITISIMPORTANTTHATACADEMICAIMSDETERMINETHEFRAMEWORKOFASSESSMENTTHATISADOPTEDANDNOTVICEVERSAINTHEABERDEENCASE,BYMASTERINGTHECAAPROGRAMMER,STUDENTSWEREPERCEIVEDTOHAVEDEVELOPEDARANGEOFTRANSFERABLESKILLSOFVALUEINEMPLOYMENT,TOGETHERWITHMOREGENERICCOMPUTINGSKILLS22WHATARETHEIMPLICA
31、TIONSFORDIFFERENTPARTICIPATINGGROUPSLECTURERSALTHOUGHDETAILSWILLOBVIOUSLYVARYINEACHSPECICCASE,THERESPONSIBILITIESOFLECTURERSANDOTHERACADEMICSWITHSPECICRESPONSIBILITYFORCAAMIGHTTYPICALLYCONSISTOFTHOSESHOWNINBOX4BOX4IMPLICATIONSFORLECTURERSGAININGACCESSTOTHESYSTEMBYMEANSOFAPASSWORDCREATINGANDEDITINGQU
32、ESTIONSCHOOSINGANAPPROPRIATERANGEANDSTYLEOFQUESTIONSFORASSESSMENTSSETTINGUSAGERESTRICTIONSONSTUDENTSSUBSEQUENTTOTHEASSESSMENT,MONITORINGTHEOUTCOMESINTERMSOFINDIVIDUALSTUDENTS,ORGROUPSOFSTUDENTS,ORTHEMODULEASAWHOLEORGROUPSOFSTUDENTS,ORTHEMODULEASAWHOLEINTERMSOFTRAINING,CAAWILLDEMANDAHIGHERCOMPETENCEI
33、NITISSUESTHANMIGHTOTHERWISEHAVEBEENTHECASE,TOGETHERWITHANUNDERSTANDINGOFPEDAGOGICALISSUESRELATINGTOTHECONSTRUCTIONANDCOMPOSITIONOFMULTIPLECHOICEANDOBJECTIVETESTTYPEQUESTIONS,ANDTHEIRAPPROPRIATENESSINDIFFERENTCIRCUMSTANCESINTEGRALTOTHEADVANTAGEOFCAASYSTEMSISTHEPRODUCTIONOFQUALITYFEEDBACKPARTICULARLYW
34、HENSTUDENTSMAKEERRORSTHISISPERHAPSONEOFTHEMOSTTIMEINTENSIVEASPECTSFORACADEMICSSTUDENTSASWITHLEARNINGFACILITATORS,THEIMPLICATIONSFORSTUDENTSWILLVARYDEPENDINGONTHESPASTICSOFTHESYSTEMANDTHEUSESTOWHICHITISBEINGPUTHOWEVER,TYPICALUSAGEMIGHTINVOLVELOGGINGONTOTHESYSTEMUSINGAPASSWORDEITHERONCAMPUSOR,IFPERMIT
35、TED,FROMELSEWHERE,ANDNAVIGATINGTOTHESPECIFICASSESSMENTUSINGAWEBTYPEINTERFACESUCHANAPPROACHALLOWINGPLATFORMINDEPENDENCEALTHOUGHTHISSOUNDSVERYSIMPLE,PROBLEMSTHATNEEDTOBEADDRESSEDINCLUDEBASICONESSUCHASWHETHERSTUDENTSCANUSETHEIRLOGONIDSINEACHLOCATIONOFAMULTIVENUEASSESSMENTFOREXAMPLE,LOGONIDSARESOMETIMES
36、RESTRICTEDTOSOMEPARTSOFAUNIVERSITYNETWORK,WHILEEXAMSMAYBEHELDINANOTHERIFAFORMATIVEASSESSMENTISBEINGUNDERTAKEN,STUDENTSMAYHAVETHEOPTIONOFWORKINGUNSUPERVISEDATTHEIROWNPACE,RECEIVINGFEEDBACKASTHEYPROGRESSANDPOSSIBLYRETAKINGQUESTIONSSEVERALTIMESUNTILANADEQUATEUNDERSTANDINGRESULTINCORRECTANSWERSIFTHETEST
37、ISOFASUMMATIVENATURE,THISWILLPROBABLYBEHELDINASUPERVISEDENVIRONMENTWITHASPECIEDCOMPLETIONTIME,ANDNALRESULTSEITHERHIDDENFROMSTUDENTSORDISPLAYEDATTHEENDASWHIGHAMANDHOUSTON1999HAVESHOWN,ALLOWINGSTUDENTSTOMONITORTHEIROWNPROGRESSTHROUGHOUTANASSESSMENTWILLHAVEIMPLICATIONSFORWHETHERTHEYENGAGEINMINIMALISTBE
38、HAVIOURFOREXAMPLE,STOPPINGONCEATHRESHOLDPASSMARKHASBEENACHIEVEDINTERMSOFTRAININGANDABILITY,SUCHASSESSMENTWILLDEMANDACERTAINLEVELOFITSKILLS,TOGETHERWITHANUNDERSTANDINGOFTHESPECIFICFORMATANDDEMANDSOFTHECAATESTSUSEDBYTHEDEPARTMENTINTHEABERDEENCASE,FOREXAMPLE,ITSPECICALLYINVOLVEDTHECONSTRUCTIONOFEXCELWO
39、RKSHEETS,THESUCCESSFULCOMPLETIONOFWHICHREQUIREDSTUDYINADDITIONTOTHATDONEINTIMETABLEDLABHOURSTHISWORKWASCOMPLEMENTEDBYTHESTUDENTSUSEOFWEBDELIVEREDMATERIALSSTUDENTSWITHSPECIALNEEDSASISTHECASEWITHOTHERCOMPUTERBASEDWORK,VISUALLYIMPAIREDSTUDENTSORTHOSEWITHOTHERSPECIALNEEDSMAYNEEDALTERNATIVEVERSIONSOFTHEG
40、IVENASSESSMENTS,SUCHASLARGEPRINT,SPOKENVERSIONSORBRAILLEUSEFULGUIDELINESTHATDEALWITHTHISISSUEHAVEBEENPRODUCEDBYHILL2000ANDCANCURRENTLYBEFOUNDATHTTP/WWWDISINHEACUK/LIBRARY/ARTICLEASPID33ITSTAFFALTHOUGHTHISMAYBECONSIDEREDASONLYAUNIVERSITYLEVELRESOURCEMATTER,AHIGHERUSEOFITWILLRESULTINGREATERDEMANDSONIT
41、STAFFTHISWASCRUCIALINTHEABERDEENCASE,WHERESERVICESOFITSTAFFWEREBOUGHTOUTTOCUSTOMIZESPECIFICALLYTHESOFTWAREPACKAGEFOUNDMOSTAPPROPRIATEINGENERAL,ASYMPATHETICAPPROACHWILLTHUSBENEEDEDFROMITSTAFFPARTICULARLYATMISSIONCRITICALPERIODS,SUCHASSCHEDULEDONLINETESTSALTHOUGHJUSTINTIMEPRODUCTIONMAYBEAPOSSIBLEAPPRO
42、ACHTOSOMEASPECTSOFHIGHEREDUCATION,SUCHANAPPROACHWOULDBEVERYILLADVISEDINTHISAREAINDEED,UNTILFULLCONFIDENCEISREACHEDINTHETECHNOLOGYOFASPECIFICINSTITUTIONSCAASYSTEMTHEVIABILITYOFTHENETWORKBEINGTHECRUCIALFACTORITMAYBEADVISABLETOHAVEAPLANBINRESERVETHISMIGHTINVOLVEEITHERRESCHEDULINGORPOSSIBLYPRODUCINGPAPE
43、RVERSIONSOFPROPOSEDASSESSMENTSINTHECASEOFUNWANTEDPROBLEMSSUCHASCOMPUTERFAILURESADMINISTRATORSAGAIN,ITWOULDBEWRONGTOREGARDTHEEFFECTOFCAAONADMINISTRATORSSIMPLYASARESOURCEMATTERSUCCESSFULUSEOFCAASYSTEMSMAYMEANACHANGEINTHERESPONSIBILITYOFADMINISTRATORSREGARDINGVARIOUSASPECTSOFTHEASSESSMENTPROCESSWHILERE
44、SPONSIBILITYFORPEDAGOGICALQUALITYMUSTLIEWITHACADEMICANDQUALITYASSURANCESTAFF,ITISADMINISTRATIVESTAFFWHOSHOULDNORMALLYBEEXPECTEDTOIMPLEMENTANYDAYTODAYCHANGESORDEVELOPMENTSREQUESTEDTHESEMIGHTINVOLVETHEELECTRONICSETTINGORDESIGNOFASSESSMENTSFOLLOWINGTHECHOICEOFMATERIALBYLECTURERSTHISWILLREQUIRETRAININGA
45、NDANUNDERSTANDINGOFCERTAINPEDAGOGICALISSUESREGARDINGDESIGNINVIGILATORSWILLLIKEWISENEEDADDITIONALTRAININGINASPECTSOFASSESSMENTDESIGNANDITISSUESINORDERTOBEABLETODIFFERENTIATEBETWEENQUESTIONSABOUTTHESTRUCTUREOFANEXAM,WHICHAREVALID,ANDQUESTIONSABOUTTHEEXAMSCONTENTS,WHICHITWOULDBEINAPPROPRIATEFORTHEINVIG
46、ILATORTOANSWER译文计算机辅助评估1引文11什么是计算机辅助评估计算机辅助评估（CAA）是指使用电脑来评定学生的进步。评估的方式有很多种一种是学生在答题纸上写上他们的答案，然后再用光学标记读取机自动处理；另一种是学生直接将他们的答案输入计算机终端。计算机辅助评估可能是独立的，装在计算机实验室中某个特定的机器上也可能是基于本地网（内部网）；又或者是目前应用越来越普遍的基于WEB的。评估的性质各不相同，诊断性，在开始课程前确定他们的知识，以对特定于他们课程的设计进行修正。形成性的，评估过程中或评估之后的不断进行的反馈。得分形成性，在一个时期内持续比较学生的进展，以取代期末进行的总结性评
47、估。总结性，在期末为学生进行打分。根据环境的不同，这种测试可以监督也可以不监督的，并且允许学生通过自我评估来检查他们的进步。虽然，这些测试方法较多的用于低阶技能测试（如知识，理解和应用），但当正确制定选项后，这些方法也可以用于测试高阶技能（如分析，综合和评价）。这些测试方法的性质使得先前非常耗时的任务得以自动化，即对进步进行标记和监测。像其他工具一样，正确构造计算机辅助设计包，可以非常有效的实现其指定的任务。这点，第3章THEABERDEEN案例研究就是一个巨大的成功例子。毋庸置疑，如果设计不良，或期望不适当的预期目标，一个计算机辅助评估框架将无法实现其想要达到的功能。12为什么对学生进行评估
48、在判断评估的使用是否合理时要列举多条理由，在考虑计算机辅助评价时也要考虑多条理由，这些理由包括方框1中的这些方框1事实就是，如果一个主题没有某种形式的评估程序，学生就不会以最佳状态投入到该主题的学习。评估学生的理由通过形成性评估辅助学生的学习过程通过总结性评估对对学生的作品进行打分定期对学生的进步进行评价帮助监督现有的教学以及学习策略的有效性13使用计算机辅助评估的理由到目前为止还没能找到评估的最佳方式。考虑到计算机辅助评估有可能会是最佳的的评估方法之一，因而我们需要权衡对不同的利益相关体而言，它的优点和缺点。它的利益相关体包括讲师，学生，实施方（行政机构），和后勤人员。另外，我们还应该考虑是
49、教育法还是简单的资源主要推动了计算机辅助评估的进一步发展。第三条中我们提出计算机辅助评估优劣的最高评价标准应该是它能在多大程度上提高学生的学习，而不是它能节省多少时间或资源。在实际应用中，由于用户能力各不相同，因此，从教学和实施的两个角度来考虑计算机辅助评估的优势和劣势就显得十分必要。CAA在教学的方面的优点CAA对于设计和实施一个成功的系统是十分重要的（见方框2）。有时，CAA可以填补无论是讲师还是其他辅导员助教等都无法完成的空白分配的资源，如ABERDEEN案例。具有争议的是，通过恰当的方法除了会有短暂收益外是否还可能实现“深度学习”。对于学生来说，CAA的优点在于，它除了教学人员能更加密切的监督学生学习之外，还使学生们可以在教学评估期间或评估之后立即接收到评估结果反馈。这使得学生们能够按他们自己的步调进行自我评价并检查他们的学习进展，让他们能乐观的将一些令人担忧的评估结果转变成一件他们可能会感到欣喜的结果。CAA还可能改变学生对评估的看法，如当他们关注到评估反馈结果时，学生们可能会更有效率。最后，关于成功教学和特定课程的适宜性方面，学生在课程质量和课程步调上的反馈也是评估中不可或缺的一部分，这可以使大学老师的教学课程变得更容易。关于这点，ABERDEEN案例就是个活生生的例子。C
