Conversational agents have been widely used in education to support student learning. There recent attempts design and use conversational conduct assessments (i.e., conversation-based assessments: CBA). In this study, we developed CBA with constructed selected-response tests using Rasa—an artificial intelligence-based tool. was deployed via Google Chat formative assessment. We evaluated (1) its...

The CourseMarker system has been used to assess free-response computer based assessment (CBA) exercises since 1998. The aim of the studies reported here was to evaluate the feasibility and usefulness of developing and deploying diagram-based exercises using DATsys, an authoring environment for diagram-based CBA, together with CourseMarker. Postgraduate students constructed diagram-based exercis...

This paper discusses the use of computer-based assessment (CBA) tools for e-assessment of programming exercises. Because many elearning tools already exist but provide different features, it is useful to integrate such tools. In particular, a combination of a virtual learning environment and a CBA tool provides many advantages (and also some challenges) as discussed in the paper. The paper repo...

Cost-benefit analysis (CBA) has emerged as one of the most widely used methodologies in environmental policy analysis, with many governments applying it in their decision-making procedures and laws. However, undertaking a full CBA is expensive, and conclusions must be drawn on which project or policy impacts to include in the analysis. Based on the ideas of resilience, vulnerability and risk, w...

Conversation-Based Assessment (CBA) represents a relatively new method of measuring student cognitive skills (e.g., science reasoning) through adaptive dialogues with automated characters. This approach leverages the openness of natural language with the interactivity of spoken dialogue to engage students in verbal reasoning and constructive processes (i.e., cognition). These two dimensions dif...

Introduction Programmatic assessment (PA) is an increasingly popular approach to competency-based (CBA), yet evaluation evidence limited. This study aimed identify and explore supervisor attitudes before after implementing a novel PA using sequential explanatory mixed methods design. In phase one, survey was used perspectives on work-based placements, CBA. Survey results were then applied devel...

Classroom assessment tasks and environment are central to supporting student learning, yet are under-studied at the tertiary level, especially in China’s test-driven culture. This study explores the relationship between students’ perceptions of assessment tasks and classroom assessment environment, within the university context of teaching English as a foreign language (EFL) in China. A questio...

This paper presents results from investigations into the effect of allowing examinee autonomy in a computerized test of oral proficiency. It begins with a description of the computerized assessment, the Computerized Oral Proficiency Instrument (COPI), as operationalized in Spanish and Arabic. It then presents results from research on allowing examinee autonomy in the assessment. The talk will p...

Training future nutritionists to meet competency standards set out by the Association for Nutrition (AfN) requires high-quality education and assessment methods. Currently little is known about implementation of competency-based (CBA) practices in nutrition their efficacy evaluating a student's performance at undergraduate post-graduate level. [...]the lack research around CBA has highlighted g...