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ERIC Number: EJ881839
Record Type: Journal
Publication Date: 2010-May
Pages: 35
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-0969-594X
The Support Model for Interactive Assessment
Ahmed, Ayesha; Pollitt, Alastair
Assessment in Education: Principles, Policy & Practice, v17 n2 p133-167 May 2010
The two most common models for assessment involve measuring "how well" students perform on a task (the "quality model"), and "how difficult" a task students can succeed on (the "difficulty model"). By exploiting the interactive potential of computers we may be able to use a third model: measuring "how much help" a student needs to complete a task. We assume that every student can complete it, but some need more support than others. This kind of tailored support will give students a positive experience of assessment, and a learning experience, while allowing us to differentiate them by ability. The computer can offer several kinds of support, such as help with understanding a question, hints on the meanings of key concepts, and examples or analogies. A further type of support has particular importance for test validity: the computer can probe students for a deeper explanation than they have so far given. In subjects like geography or science, markers often would like to ask "yes, but why?", suspecting that students understand more than they have written. We describe a series of studies in which students were given a high level task as an oral interview and then as an interactive computerised assessment with varying types of support. Implications of the "support model" for future modes of assessment are discussed. (Contains 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)