Infrastructure for Continuous Assessment of Retained Relevant Knowledge
report generated for this can be specialized to meet the needs
of the assessment. Figure 4 gives an example of a very basic report that may be generated. In the future, we expect to generate
automated reports for each instructor of a prerequisite course
each term, so they have feedback on how their sections are doing compared to other sections of the same course.
OVERALL PROGRAM ASSESSMENT
EVERY COURSE REPORT
Each term, a report is generated to see how the current students’ quiz scores compare to the previous terms quiz scores
(See Figure 3). This allows for longitudinal monitoring of the
courses at a high level. If the quiz score is significantly lower
than what is common for the course, a breakdown report is automatically generated for that course (See Figure 4). The course
INSTRUCTOR VIEW OF THE RESULTS
The online assessment system gives an instructor the ability to
look at all student results [ 2]. This gives the instructor an accurate representation for how prepared the students are for the
course: both strengths and weakness. This also allows the instructor to better determine if the students require a review of
any prerequisite topics and how such time could be best used.
The system also allows the instructor to see how individual students perform in comparison to current (or past) averages in
order to gain insight into potential individual needs for particular students. Figure 2 illustrates an instructor-level view of the
assessment quiz results.
If there are any class-wide concerns, the instructor can
address the problem in the current class, and also alert the
departmental curriculum committee and course coordinators of prerequisite courses to the concern. For example, one
quiz question focused on analysis of a code snippet that used
a queue. One term roughly half the students answered this
question correctly, using first in first out. But almost every
other student answered using a stack structure, first in last
out. The instructor of the prerequisite course was able to adjust his course to better meet the needs of his students on this
topic. Meanwhile, the current instructor was able to immediately and directly correct the misconception when the topic
was introduced again in his course.
SPECIFIC COURSE REPORT
On occasion a specific course is looked at more closely. This
may be done due for a variety of reasons. For example, a course
may be looked at more closely due to a change in pedagogy
for the prerequisite course. This may also be done because of
large changes in course content or changes in the overall course
program. In this case a report may be generated in order to
assess the impact of the change. Since this assessment is completed in the course that follows the course being completed, it
largely removes potential instructor bias from the results. The
Figure 2: One of the ways the instructor can review the questions after the quiz is taken.
Figure 3: An automated courses summary report.