E-assessment system for skill and knowledge assessmentin computer engineering education

• Autores: Enosha Hettiarachchi, María Antonia Huertas Sánchez , Enric Mor Pera
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 31, no. Extra 2, 2015, págs. 529-540
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • E-assessment hasbecome increasingly interesting in higher education. However, it is notan easy matter.It does not work totransfer, directly, face-to-face assessment models to online education. Indeed, the nature of such assessments has oftenbeen limited to automatically corrected quizzes, compounds of simple type of questions such as ‘multiple choice questions’.This kind of e-assessment can be considered knowledge-based but not skill-based because cognitive skills and practicalabilities cannot be assessed via such a kind of simple type of question. On the other hand, formative e-assessment, whichassists the learning process by being part of it, and not just occurring at the end of it, like the traditional face-to-faceexamination, seems to be the best kind for assessing skills acquisition. Thus, when it comes to an e-assessment in computerengineering education, where skill-based assessment is needed, there is no general system that can be used for both skill andknowledge formative e-assessment. Considering this, the paper proposes an e-assessment system that supports a formativeassessment model that goes beyond simple types of questions and introduces an interactive dynamic environment for bothskill and knowledge assessment in an online education. Furthermore, the impact of introducing formative e-assessments incomputer engineering education to support and improve the students’ learning processes was evaluated in a real scenario, aLogic course at a fully online university. Based on data analysis, it was observed that the use of the system and the modelhad a positive impact on student learning and performance. Students learned through more engagement with the systemand, as a result, their performance in the final examination had improved. The system also provided added benefits toteachers through automated marking and tracking of students’ progress throughout the whole course.