Online Assessment: Informing Practice in Tertiary Science Education

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Author(s): David Walker (University of Dundee, Scotland)
Copyright: 2010
Pages: 18
Source title: Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments
Source Author(s)/Editor(s): Susan Rodrigues (University of Dundee, Scotland)
DOI: 10.4018/978-1-61520-690-2.ch012

Keywords: Digital Literacy / Educational Technologies / Information Science Reference / Library & Information Science

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Abstract

This chapter reports the findings of a study which investigated the learning processes, expectations and perceptions underpinning undergraduate science student’s use of online assessment. The aims of the study were to: review the way students interact with online assessments within the context of their studies; examine how this interaction was shaped by their preparation and prior experience with online tools; explore the prominence of test anxiety and the extent to which the student’s anxieties influenced their interaction with the technology and the learning approach employed; and analyse the student’s perspectives on the use of online assessment in higher education and, in particular, in their disciplinespecific courses.

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Online Assessment: Informing Practice in Tertiary Science Education

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