Niclas Larson

University of Agder

• niclas.larson@uia.no
• niclaslarson
• 0000-0002-2909-7817

Currently, I have some experience with comparative judgement in No More Marking. In January 2021, I will join a project aiming to develop the use of computer assessed tasks (e.g. in STACK) for the engineering programme at the University of Agder. This project will be financed by MatRIC, which is the Centre for Research, Innovation and Coordination of Mathematics Teaching.

Questions

Niclas is a contributor to these questions:

• Q1: What common errors do students make when answering online assessment questions?
• Q3: What are the approaches to detecting and feeding back on students’ errors?
• Q6: What difficulties appear when designing e-assessment tasks that give constructive feedback to students?
• Q9: What are the relative benefits of e-assessment giving feedback on a student’s set of responses (e.g. “two of these answers are wrong – find which ones and correct them”), rather than individual responses separately?
• Q13: How do students interact with an e-assessment system?
• Q15: How do students engage with automated feedback? What differences (if any) can be identified with how they would respond to feedback from a teacher?
• Q17: What are students' views on e-assessment, and what are their expectations from automated feedback?
• Q19: How can peer assessment be used as part of e-assessment?
• Q21: What design methodologies and principles are used by e-assessment task designers?
• Q27: How can formative e-assessments improve students’ performance in later assessments?
• Q28: How can regular summative e-assessments support learning?
• Q29: What are suitable roles for e-assessment in formative and summative assessment?
• Q42: How can we automate the assessment of work traditionally done using paper and pen?
• Q44: How can e-assessment using comparative judgment support learning?