Employing Computer Assisted Assessment (CAA) to facilitate formative assessment in the State Secondary School: a case study
Based on theories of assessment as well as on the pedagogical and administrative advantages Computer Assisted Assessment (CAA) has to offer in foreign language learning, the study presented in this paper examines how computers can facilitate the formative assessment of EFL learners and enhance their...
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| Format: | Article |
| Language: | ell |
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Hellenic Open University
2012-02-01
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| Series: | Research Papers in Language Teaching and Learning |
| Subjects: | |
| Online Access: | http://rpltl.eap.gr/images/stories/issue_03/03-01-252-Karagianni.pdf |
| _version_ | 1811310849059454976 |
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| author | Effimia Karagianni |
| author_facet | Effimia Karagianni |
| author_sort | Effimia Karagianni |
| collection | DOAJ |
| description | Based on theories of assessment as well as on the pedagogical and administrative advantages Computer Assisted Assessment (CAA) has to offer in foreign language learning, the study presented in this paper examines how computers can facilitate the formative assessment of EFL learners and enhance their feeling of responsibility towards monitoring their progress. The subjects of the study were twenty five 14-year-old students attending the third class of a State Gymnasium in Greece. The instruments utilized were questionnaires on motivation and learning styles, three quizzes designed with the software Hot Potatoes, a self–assessment questionnaire and an evaluation questionnaire showing the subjects’ attitudes towards the experience of using computers for assessing purposes. After reviewing formative assessment, CAA and how these two can be combined, the paper focuses on the description of the three class quizzes used in the study. Ιnformation from the questionnaires filled in by students combined with the results of the quizzes, shows how computers can be used to provide continuous ongoing measurement of students’ progress needed for formative assessment. The results are also used to show how students and teachers can benefit from formative CAA and the extent to which such kind of assessment could be applicable in the Greek state school reality. |
| first_indexed | 2024-04-13T10:07:31Z |
| format | Article |
| id | doaj.art-6a60554ef0f54c3591cff81201399300 |
| institution | Directory Open Access Journal |
| issn | 1792-1244 |
| language | ell |
| last_indexed | 2024-04-13T10:07:31Z |
| publishDate | 2012-02-01 |
| publisher | Hellenic Open University |
| record_format | Article |
| series | Research Papers in Language Teaching and Learning |
| spelling | doaj.art-6a60554ef0f54c3591cff812013993002022-12-22T02:51:02ZellHellenic Open UniversityResearch Papers in Language Teaching and Learning1792-12442012-02-0131252268Employing Computer Assisted Assessment (CAA) to facilitate formative assessment in the State Secondary School: a case studyEffimia KaragianniBased on theories of assessment as well as on the pedagogical and administrative advantages Computer Assisted Assessment (CAA) has to offer in foreign language learning, the study presented in this paper examines how computers can facilitate the formative assessment of EFL learners and enhance their feeling of responsibility towards monitoring their progress. The subjects of the study were twenty five 14-year-old students attending the third class of a State Gymnasium in Greece. The instruments utilized were questionnaires on motivation and learning styles, three quizzes designed with the software Hot Potatoes, a self–assessment questionnaire and an evaluation questionnaire showing the subjects’ attitudes towards the experience of using computers for assessing purposes. After reviewing formative assessment, CAA and how these two can be combined, the paper focuses on the description of the three class quizzes used in the study. Ιnformation from the questionnaires filled in by students combined with the results of the quizzes, shows how computers can be used to provide continuous ongoing measurement of students’ progress needed for formative assessment. The results are also used to show how students and teachers can benefit from formative CAA and the extent to which such kind of assessment could be applicable in the Greek state school reality.http://rpltl.eap.gr/images/stories/issue_03/03-01-252-Karagianni.pdfComputer Assisted Assessment (CAA)English as a Foreign Language (EFL)formative assessmentInformation Technology (IT) |
| spellingShingle | Effimia Karagianni Employing Computer Assisted Assessment (CAA) to facilitate formative assessment in the State Secondary School: a case study Research Papers in Language Teaching and Learning Computer Assisted Assessment (CAA) English as a Foreign Language (EFL) formative assessment Information Technology (IT) |
| title | Employing Computer Assisted Assessment (CAA) to facilitate formative assessment in the State Secondary School: a case study |
| title_full | Employing Computer Assisted Assessment (CAA) to facilitate formative assessment in the State Secondary School: a case study |
| title_fullStr | Employing Computer Assisted Assessment (CAA) to facilitate formative assessment in the State Secondary School: a case study |
| title_full_unstemmed | Employing Computer Assisted Assessment (CAA) to facilitate formative assessment in the State Secondary School: a case study |
| title_short | Employing Computer Assisted Assessment (CAA) to facilitate formative assessment in the State Secondary School: a case study |
| title_sort | employing computer assisted assessment caa to facilitate formative assessment in the state secondary school a case study |
| topic | Computer Assisted Assessment (CAA) English as a Foreign Language (EFL) formative assessment Information Technology (IT) |
| url | http://rpltl.eap.gr/images/stories/issue_03/03-01-252-Karagianni.pdf |
| work_keys_str_mv | AT effimiakaragianni employingcomputerassistedassessmentcaatofacilitateformativeassessmentinthestatesecondaryschoolacasestudy |