Computer Assisted Assessment (CAA) is commonly defined as the use of computers to give assessment. Chalmers and McAusland (2002) state that it can be used two ways; for formative assessment or summative assessment. By using this method of assessment, lower order skills, such as knowledge and understanding, and higher order skills, such as analysis and evaluation can be tested.

During the CAA experienced within this module, we were given a range of question types in an online exam to answer with the assistance of the internet. However, I found there to be a number of positives and negatives to using this method of assessment. Firstly, a positive is that it allows a range of media to be incorporated, for example, images, video and audio. Secondly, immediate feedback was provided as soon as the test was completed, although this may not have been helpful in this situation, with self-assessment this would be a good benefit. In contrast, the CAA was answer sensitive due computerised marking meaning that it would not give marks for incorrect spelling and grammar which would effect assessment results negatively. Furthermore, this assessment consisted of factual content and short answers which discourages the use of critical thinking and student’s own ideas and opinions.

CAA could be used into lessons, such as PSHE, by incorporating the online assessment with a cyberbullying prevention programme to educate students in the effects of cyberbullying. Furthermore, the most common form of CAA, online exams and quizzes, can be used to assess the student’s knowledge on cyberbullying. This online exam could show statistics that the students may find surprising. Although this approach may not cause instant results, many researchers suggests that awareness is one of the best methods to prevent cyberbullying (Patchin and Hinduja, 2012).

References:

Chalmers, D. and McAusland, W. (2002) The Handbook for Economics Lecturers: Assessment, Economics LTSN

Patchin, J.W. and Hinduja, S. (2012) Cyberbullying prevention and response: Expert perspectives. Routledge.