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Determine What the Student Understands-Assessment in An Un-scaffolded Environment

Karunarathne, Lakmali ORCID: https://orcid.org/0009-0000-7720-7817, Sihan, Haroon Muhammed, Ganesan, Swathi ORCID: https://orcid.org/0000-0002-6278-2090 and Somasiri, Nalinda ORCID: https://orcid.org/0000-0001-6311-2251 (2023) Determine What the Student Understands-Assessment in An Un-scaffolded Environment. In: International Conference on Business Innovation 2023 (ICOBI 2023) proceedings. ICOBI, pp. 330-335

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The current landscape of computer-assisted language learning (CALL) necessitates effective assessment tools that are capable of evaluating students' comprehension and skills in an un-scaffolded environment. Traditional assessment systems often provide predefined scaffolding, potentially influencing assessment outcomes. In response to this, this document presents a novel grading tool designed to autonomously evaluate free-form responses without furnishing pre-determined structures or suggestions. This innovative tool aims to empower students by fostering independent thinking while mitigating the challenges of individual variability that arise within the context of un-scaffolded assessments. The tool discussed in this document is centered around evaluating student knowledge and proficiency without imposing a rigid framework that could impact the assessment process. It comprises a framework-free testing environment module alongside a module for analyzing correct student responses. A scoring module is incorporated to discern between responsive answers and incorrect responses, further categorizing errors based on their nature. This research advances the conversation surrounding un-scaffolded assessment in CALL, offering a solution that promotes self-reliance and effective evaluation while maintaining accuracy in capturing student comprehension and proficiency.

Item Type: Book Section
Status: Published
School/Department: London Campus
URI: https://ray.yorksj.ac.uk/id/eprint/9645

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