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    Six Key Topics for Automated Assessment Utilisation and Acceptance

    Access Status
    Fulltext not available
    Authors
    Reiners, Torsten
    Dreher, Carl
    Dreher, Heinz
    Date
    2011
    Type
    Journal Article
    
    Metadata
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    Citation
    Reiners, Torsten and Dreher, Carl and Dreher, Heinz. 2011. Six Key Topics for Automated Assessment Utilisation and Acceptance. Informatics in Education. 10 (1): pp. 47-64.
    Source Title
    Informatics in EducationA Journal of Eastern and Central Europe
    ISSN
    16485831
    School
    School of Information Systems
    URI
    http://hdl.handle.net/20.500.11937/43610
    Collection
    • Curtin Research Publications
    Abstract

    Automated assessment technologies have been used in education for decades (e.g., computerised multiple choice tests). In contrast, Automated Essay Grading (AEG) technologies: have existed for decades; are ‘good in theory’ (e.g., as accurate as humans, temporally and financially efficient, and can enhance formative feedback), and yet; are ostensibly used comparatively infrequently in Australian universities. To empirically examine these experiential observations we conducted a national survey to explore the use of automated assessment in Australian universities and examine why adoption of AEG is limited. Quantitative and qualitative data were collected in anonline survey from a sample of 265 staff and students from 5 Australian universities. The type of assessment used by the greatest proportion of respondents was essays/reports (82.6%), however very few respondents had used AEG (3.8%). Recommendations are made regarding methods to promote technology utilisation, including the use of innovative dissemination channels such as 3D Virtual Worlds.

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