PublicationsTopic index of systematic reviewsKnowledge pagesICT in assessment
Use of ICT in assessment
This page contains the findings of systematic reviews undertaken by review groups linked to the EPPI Centre

Creative and critical thinking skills [1]

High-weight findings were:

  • Computer based concept mapping with automated scoring can be used for summative assessment of critical and creative thinking about complex relationships.
  • The use of ICT can help teachers by storing and recording information about how students are developing understanding of new material; and by taking over some of the role of assessing and providing feedback to students so that teachers can focus on other aspects of supporting learning.
  • Feedback from the computer during the use of test material improves student performance in later use of the same test material.
  • Several studies showed that interacting with a computer provides feedback that supports better performance even if this only reflects back to the students the moves and links they made in a visual representation of relationships.

The following findings provide medium-weight evidence and should thus be treated more cautiously:

  • Use of computers to assess teamwork did not provide evidence that aspects of collaboration result in increased problem solving (as measured by computer-based knowledge mapping).
  • Using technology probed students' understanding to a greater degree than conventional tests.
  • Automated collection and scoring of the processes used in problem solving provided additional information relevant to problem-solving performance.
  • Using a computer program both to test and give feedback to students can increase the level of performance as compared with students taking the same tests on paper.
  • Use of a computer program involving diagrammatic representation provided useful information about students' causal reasoning thinking through analysis of their diagrams, but not from the log files of their computer moves.
  • Computers were shown to provide information about processes in reaching a solution that gives additional feedback to students and teachers.
  • Students' experience with computers and attitude towards them can influence computer-based test performance.
  • A conventional multiple-choice test gave a false impression of understanding compared with the analysis of multimedia presentations on the same topic.
  • Subject matter used in computer assessment of problem solving affected the outcome for girls more than boys.
  • The performance of middle-school students was not improved by training in the use of computer graphics aimed at helping them make meaning of new material.
  • There was conflicting evidence from two studies relating to the impact on performance of using the web to search for information.

References

1. A systematic review of the impact on students and teachers of the use of ICT for assessment of creative and critical thinking skills (2003)

 

  
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