Computer-Based Formative Assessments
Author: Santosh Kumar Biswa,
Sr. Teacher, Damphu CS, Tsirang, Bhutan
According to Shute and Rahimi's (2017)
publication, "Review of Computer-based Assessment for Learning in
elementary and secondary school," computer-based formative assessments are
more effective than paper-based formative assessments. gives a thorough
overview of how computer-based testing is used in elementary and secondary
education to measure student learning. The merits and difficulties of this
method of assessment are covered in the authors' extensive examination of the
relevant literature. Computer-based exams, according to Shute and Rahimi
(2017), offer the advantage of being more adaptable, permitting a wider range
of assessment kinds and more frequent assessments, as well as giving students
and teachers real-time feedback. Despite certain possible disadvantages, such
as the potential for technical difficulties and the requirement for adequate
training for both students and teachers, computer-based evaluations have the
potential to increase student involvement and motivation.
In agreement with the article's author, I think
that using computer-based formative evaluations over paper-based ones can
provide several benefits, and I would always prefer them. It refers to the use
of digital tools and platforms, like online quizzes, simulations, and
interactive games, to gauge students' grasp of particular ideas and skills and
provide feedback to help them perform better. We are all aware of the numerous
advantages of using computer-based formative assessments for both students and
teachers since they can be tailored to meet each student's specific needs and
offer real-time feedback to enhance learning while boosting motivation (UCLES,
2010). Also, by employing it, we can give students immediate feedback, enabling
them to recognize their strengths and shortcomings and modify their study
habits accordingly. On the other hand, it can provide a more thorough and
accurate picture of student performance, enabling teachers to make wise choices
about instruction and intervention that can later be tailored to meet the needs
of specific learners, giving them individualized learning experiences that are
tailored to their particular learning styles and abilities. The most
significant benefit of adopting it is that it allows us to monitor our kids'
development over time and collect insightful data that can be utilized to guide
instructional choices and enhance student learning (Tomasik et al., 2018). With
the help of this information, we can identify the areas in which students are
having difficulty and modify our teaching strategies accordingly, improving the
learning results for all of our students. Yet, I must always make sure that
computer-based tests are fair and equitable and that all students have access
to the tools and materials they need to pass them.
Despite
all the advantages, it's vital to remember that paper-based exams may
occasionally be preferable. For students who have trouble with computer-based
testing or who have limited access to technology, paper-based exams may be
simpler. Several factors, including your teaching style, your students' needs,
and the resources you have available, will determine whether you choose to use
computer-based formative evaluations or remain with paper-based testing. A
hybrid approach that includes both paper-based and computer-based assessments
may be helpful to present a complete picture of student learning and to cater
to a variety of learning styles and preferences.
In
conclusion, I think that formative assessments conducted on computers have a
lot of potential advantages for both students and teachers. Yet, before
deciding on the kind of evaluation to be used, it is crucial to take into
account the particular needs and circumstances of each student and institution.
The best strategy to increase student learning and achievement may ultimately
be to combine computer-based and paper-based assessments.
References
Shute, V., & Rahimi, s. (2017). Review of computer-based assessment
for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33.,
pp1-19. http://myweb.fsu.edu/vshute/pdf/jcal.pdf
Tomasik, M. J., Berger, S., & Moser, U. (2018). On
the Development of a Computer-Based Tool for Formative Student Assessment:
Epistemological, Methodological, and Practical Issues. Frontiers in
Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02245
UCLES. (2010). Research Matters: A Cambridge
Assessment Publication. https://www.cambridgeassessment.org.uk/Images/472553-why-use-computer-based-assessment-in-education-a-literature-review.pdf
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