Jon Maber takes particular responsibility for this area of development and will be working to gather together information into these pages on the LTU web site.

Multiple Choice Questions

• Briefing Paper on MCQ for Summative Assessment (PDF)

Summative assessment is a critical element of education provision and so the introduction of multiple choice questions into examinations needs great care. The document above is a very short briefing paper for decision makers which addresses key issues. This paper originates in LTU but has been reviewed by all subject group heads and TEL group representatives before publication here.

• Guidance on use of MCQ
  This set of pages covers a number of aspects of the creation and use of MCQ questions.
• Using the optical mark reader for MCQ examinations
  Usually the best way to run summative MCQ examinations is in a normal exam room and with special reponse sheets which can be scanned with an OMR machine. This document gives you a list of instructions in some detail on how to do it. The document is still under construction...
• Qyouti: MCQ exams on paper made simple.
  To go beyond the capabilities of OMR for MCQ exams a software package called "Qyouti" has been created. This will make it even easier for students to fill in their answers and will allow examiners to use a wider variety of question types and marking schemes. The software isn't yet ready for deployment in exams but please get in touch if you are willing to try it out with practice or formative assessments.

OSCE and other examiner marked practical assessments

Our faculty teaches many disciplines which require examiners to observe students in action and assess their performance. The classic form is an OSCE, Objective Structured Clinical Examination.

• Wikipedia entry on OSCE
• OSCE and other examiner marked assessments
  Using technology to assist with mark processing and grade calculation.

Written Assignments

There are all sorts of advantages to collecting student work electronically. One advantage is that you can use tools to check for similiarities between one student assignment and another and between each student assignment and pages on the web or in publications. This type of technology can significantly reduce the time taken to verify that sources of quoted material have been properly cited since it allows you to skip over the student's original composition while making these checks. The tool used at Leeds Met to process similarity reports is Turn-It-In which has been integrated into X-Stream. Contact Jon Maber to request training on Turn-It-In for you and your team of markers or start by following the link below to access documentation provided centrally by the X-Stream team:

• Turn-It-In Docs on the X-Stream support pages - contain animated demonstrations and 'how to' guides.

LTU documentation:

• Student Guide - Using Turn-It-In UK to Review Quotations in your Work
  Can be used as part of a programme to educate students about the proper use of quotations, references and avoidance of plagiarism. Use of this guide by students is only possible with the active participation of their course module tutors.
• Student Guide - PDF version
• Psychology Group Standard Turn-It-In Setup Instructions
  • Concise step by step instructions.
  • Crib sheet page 1
  • Crib sheet page 2

Turn-it-in also has a built in tool called GradeMark which makes it easy to annotate student work with comments and feedback. Further information on this tool is available in the Feedback section of these web pages.

Turn-it-in on trial

The Turn-it-in on trial document describes the outcome of trial on the performance of turn-it-in for marking assignments.

Feedback on Assessment Performance

Students benefit enormously from feedback on their performance on assessments. Feedback can relate to individual performance and to class performance. Technology can help with analysing performance and with communicating feedback to the students individually and collectively. For example, the section above on MCQ gives detailed treatment to the subject of analysing performance and so relates to feedback. Other relevant feedback mechanisms include the creation of audio feedback, online marking and peer feedback and review.

Further information on the use of technology for feedback is available in the Feedback section.