Mariana Lilley

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This paper presents ongoing research at the University of Hertfordshire on the use of computer-adaptive tests (CATs) in Higher Education. A software prototype based on Item Response Theory has been developed and is described here. This application was designed to estimate the level of proficiency in English for those students whose first language is not(More)
There has been an increased interest in effective approaches to student authentication, given that online examinations are a crucial component of online learning. The work presented here, is part of an ongoing programme of research on the extent to which challenge questions are an effective approach to student authentication in online examination contexts,(More)
In this paper we report on research related to the provision of automated feedback based on a computer adaptive test (CAT), used in formative assessment. A cohort of 76 second year university undergraduates took part in a formative assessment with a CAT and were provided with automated feedback on their performance. A sample of students responded in a short(More)
This paper reports on research undertaken at the University<lb>of Hertfordshire into the development and initial expert evaluation of a<lb>computer-adaptive testing programme based on Item Response Theory<lb>(IRT). The paper explains how the Three-Parameter Logistic model was<lb>implemented in the prototype. The underlying theory and assumptions of<lb>the(More)
Expert-based usability inspection methods are well established; the heuristic method in particular is widely known for being fast, relatively inexpensive and easy to learn. However, traditional heuristics are not easily applied to the mobile panorama. This paper is concerned with preliminary work in the design of a set of heuristics that are tailored to the(More)
Online examination is an increasingly important component of online courses, and student authentication is widely seen as one of the major concerns for online examinations. In most online examination scenarios, face-to-face supervision is absent, and students may attempt to use third party to increase their scores. This paper aims to investigate(More)
Student authentication in online learning environments is an increasingly challenging issue due to the inherent absence of physical interaction with online users and potential security threats to online examinations. This study is part of ongoing research on student authentication in online examinations evaluating the potential benefits of using challenge(More)
Online examination is an essential part of the online learning and secure authentication is considered vital for the success of online learning. This study is part of an ongoing research on student authentication approaches and the use of challenge questions in online examination authentication. This paper presents the results of an empirical study based on(More)