Computer-based formative assessment to promote reflection and learner autonomy

A computer-based system primarily for formative assessment to help learners identify their knowledge, difficulties and misconceptions in a subject in order that they can focus their efforts where most required, thus encouraging learner autonomy.

Abstract

This paper introduces a computer-based system primarily for formative assessment to help learners identify their knowledge, difficulties and misconceptions in a subject in order that they can focus their efforts where most required. The system constructs a dynamic model of students’ understanding as they answer questions which is continually updated as they interact further. Students can view this individual ‘learner model’ which offers simple representations of their knowledge state. They can also compare their knowledge level with that of their peer group and with instructor expectations for the current stage of the course. Instructors can set up their own questions to ensure that the environment is suitable for their specific courses. The aim is to help learners identify their knowledge, difficulties and misconceptions, engage in prompt reflection on their knowledge and learning and facilitate planning, thus encouraging learner autonomy. We present the results of use of the system in five university courses in Electronic, Electrical and Computer Engineering.