Existing e-assessment tools may not be a panacea to address all assessment situations, as students might find the traditional pen-and-paper approach to provide their answers more convenient than typing them online. For example, constructed response or essay-based assessments will require the active participation of students and lecturers to…

This study introduces emotional feedback as a construct in an acceptance model. It explores the effect of emotional feedback on behavioral intention to use Computer Based Assessment (CBA). A female Embodied Conversational Agent (ECA) with empathetic encouragement behavior was displayed as emotional feedback. More specifically, this research aims…

In this paper, we present a framework for the development of collaborative design games that can be employed in participatory design sessions with students for the design of educational applications. The framework is inspired by idea generation theory and the design games literature, and guides the development of board games which, through the use…

In this paper, we describe the integration and evaluation of an existing generic Bayesian student model (GBSM) into an existing computerized testing system within the Mathematics Education Project (PmatE--Projecto Matematica Ensino) of the University of Aveiro. This generic Bayesian student model had been previously evaluated with simulated…

The traditional assessment approach, in which one single written examination counts toward a student's total score, no longer meets new demands of programming language education. Based on a peer code review process model, we developed an online assessment system called "EduPCR" and used a novel approach to assess the learning of computer…

Feedback can only be effective when students seek feedback and process it. This study examines the relations between students' motivational beliefs, effort invested in a computer-based formative assessment, and feedback behaviour. Feedback behaviour is represented by whether a student seeks feedback and the time a student spends studying the…

Clicker Assessment and Feedback (CAF) is an instructional assessment and feedback strategy that is incorporated with interactive technologies, often referred to as clickers. Several thousand colleges and universities across Europe and North America have adopted CAF as a strategy in their classrooms. This study has three major objectives. The first…

We present a novel approach to the automated marking of student programming assignments. Our technique quantifies the structural similarity between unmarked student submissions and marked solutions, and is the basis by which we assign marks. This is accomplished through an efficient novel graph similarity measure ("AssignSim"). Our experiments…

The Information Systems (IS) community has put considerable effort on identifying constructs that may explain the initial/continuance use of computer based learning or assessment systems. This study is a further step toward IS continuance acceptance delivered in Computer Based Assessment (CBA) context. Specifically, it aims at the exploration of…

This work describes a new "Moodle" module developed to give support to the practical content of a basic computer organization course. This module goes beyond the mere hosting of resources and assignments. It makes use of an automatic checking and verification engine that works on the VHDL designs submitted by the students. The module automatically…

An online performance-based measure of persistence was developed using anagrams and riddles. Persistence was measured by recording the time spent on unsolved anagrams and riddles. Time spent on unsolved problems was correlated to a self-report measure of persistence. Additionally, frequent video game players spent longer times on unsolved problems…

Learning to program is a difficult process for novice programmers. AutoLEP, an automated learning and assessment system, was developed by us, to aid novice programmers to obtain programming skills. AutoLEP is ability-training-oriented. It adopts a novel assessment mechanism, which combines static analysis with dynamic testing to analyze student…

A new score report based on a mechanism of formative assessment and feedback is developed to offer individual testees not only their final scores but also their sub-scale scores, their percentile position, as well as corresponding feedback on self-regulation strategies. Structural equation modeling is adopted in the confirmatory factor analysis to…

Test-based assessment tools are mostly focused on the use of computers. However, advanced Information and Communication Technologies, such as handheld devices, opens up the possibilities of creating new assessment scenarios, increasing the teachers' choices to design more appropriate tests for their subject areas. In this paper we use the term…

The rapid advance of information and communication technologies (ICT) has important impacts on teaching and learning, as well as on the educational assessment. Teachers may create assessments utilizing some developed assessment software or test authoring tools. However, problems could occur, such as neglecting key concepts in the curriculum or…