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British Journal of Educational Technology

March 2009 Volume 40, Number 2


Carina Girvan; Sara Hennessy; Manolis Mavrikis; Sara Price; Niall Winters

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Table of Contents

Number of articles: 10

  1. e‐Assessment and the student learning experience: A survey of student perceptions of e‐assessment

    John Dermo

    This paper describes a piece of research carried out at the University of Bradford into student perceptions of e‐assessment. An online questionnaire was delivered to 130 undergraduates who had... More

    pp. 203-214

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  2. Diagnostic online assessment of basic IT skills in 1st‐year undergraduates in the Medical Sciences Division, University of Oxford

    Vivien Sieber

    Attitude, experience and competence (broadly covered by the European Computer Driving Licence syllabus) in information technology (IT) were assessed in 846 1st‐year Medical Sciences Division... More

    pp. 215-226

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  3. The efficacy of final examinations: A comparative study of closed‐book, invigilated exams and open‐book, open‐web exams

    Jeremy B. Williams & Amy Wong

    Educators have long debated the usefulness (or otherwise) of final examinations; a debate that has typically revolved around the relative merits of closed‐book exams, open‐book exams, take‐home... More

    pp. 227-236

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  4. Mathematical power of special‐needs pupils: An ICT‐based dynamic assessment format to reveal weak pupils' learning potential1

    Marjolijn Peltenburg, Marja Van Den Heuvel‐Panhuizen & Brian Doig

    This paper reports a study aimed at revealing special‐educational‐needs pupils' learning potential by means of an ICT‐based assessment including a dynamic visual tool that might help pupils when... More

    pp. 273-284

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  5. Blended e‐learning skeleton of conversation: Improving formative assessment in undergraduate dissertation supervision

    Aleksej Heinze & Beverley Heinze

    The supervision of undergraduate student dissertations is an area in need of research. Although some studies have already addressed this, these are primarily based on academic staff responses. More

    pp. 294-305

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  6. A case study of the development of WebPA: An online peer‐moderated marking tool

    Steve Loddington, Keith Pond, Nicola Wilkinson & Peter Willmot

    Peer moderation of group work in higher education is rapidly advancing through the use of technological developments and is increasingly being informed by pedagogical research. The highly... More

    pp. 329-341

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  7. Mutual feedback in e‐portfolio assessment: an approach to the netfolio system

    Elena Barbera

    This paper presents an alternative application of e‐portfolio in a university student assessment context. A concept based on student collaboration (called netfolio) is developed, that differs from ... More

    pp. 342-357

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  8. Use and performances of Web‐based portfolio assessment

    Chi‐Cheng Chang & Kuo‐Hung Tseng

    This research explored the influence of a Web‐based portfolio assessment system on students' performances. The methodological procedure adopted was to have the experimental group use the system,... More

    pp. 358-370

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  9. e‐Assessment for learning? The potential of short‐answer free‐text questions with tailored feedback

    Sally Jordan & Tom Mitchell

    A natural language based system has been used to author and mark short‐answer free‐text assessment tasks. Students attempt the questions online and are given tailored and relatively detailed... More

    pp. 371-385

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  10. e is for exploration: Assessing hard‐to‐measure learning outcomes

    Kerry Shephard

    The focus of this paper is on the use of e‐technologies to enable higher education to better assess aspects of learning that have proved difficult to assess using more conventional means. Higher... More

    pp. 386-398

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