Continuous monitoring of students' learning progress; assessment for learning as the key to achieving the desired learning outcomes, Fabienne van der Kleij

This research focuses on the role assessment can play in the learning process. At the present time, the importance of assessment in relation to good classroom teaching is widely acknowledged. Assessment results are an important source of information for both teachers and learners. The information drawn from assessment results can steer learning in many possible ways. Unfortunately, teachers do not always have time to adapt their teaching to the individual needs of students. However, current technology offers various tools that can be used to optimize the learning process, and aid students while they are learning. Computer-based assessment (CBA) offers a wide range of solutions, for example providing students with feedback while they are taking an assessment. This feedback is automatically generated, based on the response of the student. The effects of feedback on learning have been investigated to a large extent (e.g. Hattie & Timperley, 2007; Shute, 2008). However, the literature shows conflicting results (Kluger & DeNisi, 1996; Shute).Therefore, more research is needed on this topic.

CBA offers many other promising possibilities, that can be used to optimize measurement of students’ abilities and steering learning. Adding hints to items can possibly increase measurement precision in certain cases, for example when items contain a verbal element and the student concerned is dyslectic. Furthermore, CBA makes it possible to automatize certain processes which are usually very time consuming, like remedial teaching. Research should point out if CBA as a remedial teaching tool is effective and efficient.

Supervisor: Theo Eggen (Cito / Univeristy of Twente)