Article,
A review of recent literature on computer-aided assessment
ALT-J (Association for Learning Technology), 13 (1): 17--31 (March 2005)
DOI: DOI: 10.1080/0968776042000339772
Abstract
There is pressure in HE for better measurement of the extent to which
stated learning outcomes have been met by students, and this has
been interpreted as a demand for more frequent assessment to maintain
the quality of learning while financial resources generally are seen
to be static or dwindling, and there is scope for the use of information
and communications technology to automate assessment tasks. This
paper presents a fresh look on the topic, putting CAA in the context
of the adoption of other learning technologies and illustrating its
previous development, current issues and debates while going on to
highlight some probable future issues. A search was conducted of
CAA-related literature from the last decade because it was thought
desirable to be able to trace the development of CAA more or less
from the beginnings of its large scale use in HE. Lack of resources,
individual inertia and risk propensity are key barriers at the level
of individual academics while proper resourcing and cultural factors
outweigh technical barriers at the institutional level.
