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E-assessment for improving learning

In the United Kingdom, recent emphases in teaching have the requirement that each child has a personalised curriculum, planned in the light of comprehensive, continuous assessment evidence. This approach is central to the aspiration that every child should make good progress. E-assessment has the potential to collate and analyse large amounts of data very quickly. This paper will describe an NFER project to investigate the collection, analysis and presentation of e-assessment data for formative purposes. The project developed a number of closely linked to the national curriculum in England. These were trialled in primary schools. In addition to scoring data, the software collected information on timing and test-taking strategies. A small number of attitudinal questions were also included. Using latent class analysis, a number of &#39,student profiles&#39, were identified based on item scores, distractor choices, timings and attitude questions. These &#8216,profiles&#8217, are descriptions of groups of students, categorising their attainments, misconceptions and attitudes. The rich information in these profiles was used to devise focused curriculum guidance, thus meeting a formative rather than summative purpose. The presentation will include examples of the e-assessments, an overview of the analysis and examples of profiles and resultant curriculum indicators.

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