Computer-based formative assessment to promote reflection and learner autonomy

This paper introduces a computer-basedsystem primarily for formative assessmentto help learners identify their knowledge,difficulties and misconceptions in a subjectin order that they can focus their effortswhere most required. The system constructsa dynamic model of students’ understandingas they answer questions which iscontinually updated as they interact further.Students can view this individual ‘learnermodel’ which offers simple representationsof their knowledge state. They can alsocompare their knowledge level with thatof their peer group and with instructorexpectations for the current stage of thecourse. Instructors can set up their ownquestions to ensure that the environment issuitable for their specific courses. The aimis to help learners identify their knowledge,difficulties and misconceptions, engagein prompt reflection on their knowledgeand learning and facilitate planning, thusencouraging learner autonomy. We presentthe results of use of the system in fiveuniversity courses in Electronic, Electricaland Computer Engineering.