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    Using computer-based technology to improve feedback to staff and students on MCQ assessments

    Access Status
    Fulltext not available
    Authors
    Malau-Aduli, B.
    Assenheimer, D.
    Choi-Lundberg, D.
    Zimitat, Craig
    Date
    2014
    Type
    Journal Article
    
    Metadata
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    Citation
    Malau-Aduli, B. and Assenheimer, D. and Choi-Lundberg, D. and Zimitat, C. 2014. Using computer-based technology to improve feedback to staff and students on MCQ assessments. Innovations in Education and Teaching International. 51 (5): pp. 510-522.
    Source Title
    Innovations in Education and Teaching International
    DOI
    10.1080/14703297.2013.796711
    ISSN
    1470-3297
    School
    Curtin Teaching and Learning (CTL)
    URI
    http://hdl.handle.net/20.500.11937/3103
    Collection
    • Curtin Research Publications
    Abstract

    The massification of higher education (HE) has led to an unprecedented increase in the number of students in the classrooms, resulting in increased workload for teaching staff, sometimes leading to a great reliance on Multiple Choice Questions (MCQs) examinations with limited feedback provided to students. The central role of feedback in student learning is well recognised; however, it is often one of the poorest scoring items in Student Evaluation of Teaching and Learning (SETL) surveys. Teaching staff also need feedback on the quality of the examinations they set. In response to these key teaching and learning issues, this study developed a computer-aided system for providing meaningful and customised feedback on performance to students and the quality of MCQ assessment items to teaching staff. Furthermore, student and staff perceptions of the effectiveness and value of the feedback to learning were evaluated. Student experiences indicated that the feedback was timely, well presented, easy to understand and would aid revision for further study. In addition, the efficient provision of automatically generated item performance information to teaching staff allowed convenient quality assurance (QA) monitoring, informed staff of the progress of students' learning, and enabled modification of teaching to better support student learning. © 2013 Taylor & Francis.

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