Skip to main content
Log in

Computer support for formative assessment

  • Published:
Information Technology and Management Aims and scope Submit manuscript

    We’re sorry, something doesn't seem to be working properly.

    Please try refreshing the page. If that doesn't work, please contact support so we can address the problem.

Abstract

This paper describes research investigating assessment and examination of Business students. The overall goal of the research is the design of computer applications supporting collaborative learning and formative assessment. The question guiding the research presented in this paper was: How can computers support examination of business students? To approach this question, the research was conducted in three phases. The first phase investigated business students’ perception of examination. The methodology applied was data collection through a survey. Statistical analysis and interpretative content analysis were performed. The second phase, informed by the first phase, was the design and implementation of two types of computer based tools for examination. The first type is based on the notion of mandatory participation, and the second is based on the concept of peer review. In the third phase, the two designs were evaluated in a course with eighty five business students. The main findings are the following: The first phase showed a diverse perception of examination among the students. Mandatory active participation in computer-based discussions combined with peer review of reports is claimed to be a viable approach for examination in a Business School environment.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

References

  1. C. Bagley and B. Hunter, Restructuring, constructivism and technology: Forging a new Relationship, Educational technology (July 1992) 22–27.

  2. R.J. Boland, R.V. Tenkasi and D. Te'Eni, Designing information technology to support distributed cognition, in: Cognition Within and Between Organizations, eds. J.R. Meindl, C. Stubbart and J.F. Porac (Sage, Thousand Oaks, CA, 1996).

    Google Scholar 

  3. J.R. Bourne et al., Paradigms for on-line learning: A case study in the design and implementation of an asynchronous learning networks (ALN) course, Journal of Asynchronous Learning Networks 1(2) (1997) 38–56.

    Google Scholar 

  4. L.O. Dahlgren and F. Marton, Students' conceptions of subject matter: an aspect of learning and teaching in higher education, Studies in Higher Education 3(1) (1978) 25–35.

    Article  Google Scholar 

  5. N.K. Denzin, The Research Act: A Theoretical Introduction to Sociological Methods (McGraw-Hill, New York, 1978).

    Google Scholar 

  6. P. Dillenbourg et al., The evolution of research on collaborative learning, in: Learning in Humans and Machines. Towards an Interdiciplinary Learning Science, eds. P. Spada and H. Reimann (1996) pp. 189–211.

  7. L. Harasim et al., Learning networks - a field guide to teaching and learning online, Cambridge, The MIT Press 376 (1995).

  8. S.R. Hiltz and B. Wellman, Asynchronous learning networks as a virtual classroom, Communications of the ACM 40(9) (1997) 44–49.

    Article  Google Scholar 

  9. S.L. Jackson, J. Krajcik and E. Soloway, The design of guided learner-adaptable scaffolding in interactive learning environments, in: CHI 98 (ACM Press, Los Angeles, 1998).

    Google Scholar 

  10. S. Kvale, Examinations: From ritual through bureaucracy to technology, Social Praxis 3(3-4) (1975) 187–206.

    Google Scholar 

  11. D. Laurillard, Rethinking University Teaching - A Framework for the Effective Use of Educational Technology (Routledge, 1993).

  12. D.E. Leidner and S.L. Jarvenpaa, The use of information technology to enhance management school education: A theoretical view, MIS Quartely 19(3) (1995) 265–291.

    Article  Google Scholar 

  13. I. Nonaka, The knowledge-creating company: how Japanese companies create the dynamics of innovation (Oxford University, New York, 1995).

    Google Scholar 

  14. U. Nuldén, Thematic modules in an asynchronous learning network: A Scandinavian perspective on the design of introductory courses, Journal of Group Decision and Negotiation 8(5) (1999) 391–408.

    Article  Google Scholar 

  15. M.Q. Patton, Qualitative Evaluation and Research Methods, 2nd ed. (Sage Publications, Inc., 1990).

  16. R.D. Pea, The collaborative visualization project, Communications of the ACM 36(5) (1993) 60–63.

    Article  Google Scholar 

  17. W.J. Popham, The dysfunctional marriage of formative and summative teacher evaluation, Journal of Personnel Evaluation in Education 1(3) (1988) 269–273.

    Article  Google Scholar 

  18. P. Ramsden, Learning to Teach in Higher Education (Routledge, London, 1992).

    Google Scholar 

  19. A.J. Reiman and L. Thies-Sprinthall, Mentoring and Supervision for Teacher Development (Longmen, New York, 1998).

    Google Scholar 

  20. J. Roschelle and S.D. Teasley, The construction of shared knowledge in collaborative problem solving, in: Computer Supported Collaborative Learning, ed. C. O'Malley (Springer-Verlag, Berlin, 1995) pp. 69–97.

    Google Scholar 

  21. D. Rowntree, Assessing Students (Harper & Row, London, 1977).

    Google Scholar 

  22. D. Rowntree, Teaching and learning online: A correspondence education for the 21st century?, British Journal of Educational Technology 26(3) (1995) 205–215.

    Google Scholar 

  23. M. Scardamalia and C. Bereiter, Computer support for knowledge-building communities, Journal of the Learning Sciences 3(3) (1994).

  24. L. Suchman, Plans and Situated Action. The problem of human-machine communication (Cambridge University Press, Cambridge, 1987).

    Google Scholar 

  25. R. Wegerif, The social dimension of asynchronous learning networks, Journal of Asynchronous Learning Networks 2(3) (1998) 34–49.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

Nuldén, U. Computer support for formative assessment. Information Technology and Management 1, 329–350 (2000). https://doi.org/10.1023/A:1019141528953

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1019141528953

Navigation