文档介绍：毕业论文(设计)
外文翻译
外文原文
Computer-assisted Assessment
1 Introduction
What puter-assisted assessment?
Computer-assisted assessment (CAA) refers to the use puters to assess students’ assessments can vary in format: either consisting of a pre-printed paper test on to which students mark their responses, which are then processed automatically using an optical mark reader; or involving the direct input of students’ responses into puter terminal.
Computer-based assessments may be stand alone and specific to certain machines within puter lab; based on a work (); or , as is mon, web nature of the assessments may also differ. They can be diagnostic—to determine students’ knowledge prior to starting a course, potentially allowing amendments to their specific course Design.
They can be formative and include ongoing feedback either during the assessment or after .They may be ‘scored formative’,allowing parison of a student’s progress over a period of time, possibly replacing an end-of-term summative assessment.
Alternatively, they may be summative, contributing to a student’s end-of-year on circumstances, such tests can be either supervised or non-supervised, with the option of allowing students to check their own progress through self-assessment. Although monly used for testing lower-order skills (such as knowledge, understanding and application), when properly formulated they can also be used for testing higher-order skills (analysis, synthesis and evaluation). Their nature allows the automation of what was previously a very time-consuming task: that is, marking and monitoring progress. Like other tools, a properly constructed CAA package can be very efficient in achieving its designated tasks. The case study in section 3 (the Aberdeen case) exemplifies a procedure that was judged to be an overwhelming ess. Unsurprisingly, if badly designed, or expected to fulfill inappropriate aims, a CAA framework will not achieve its potential.