Burr S A, Chatterjee A, Gibson S, Coombes L, Wilkinson S
Collaboration for the Advancement of Medical Education Research and Assessment (CAMERA), Plymouth University Peninsula Schools of Medicine and Dentistry, Plymouth, UK.
Norwich Medical School, University of East Anglia, Norwich, Norfolk, UK.
J Med Educ Curric Dev. 2016 Jun 15;3. doi: 10.4137/JMECD.S20379. eCollection 2016 Jan-Dec.
There are strong pedagogical arguments in favor of adopting computer-based assessment. The risks of technical failure can be managed and are offset by improvements in cost-effectiveness and quality assurance capability. Academic, administrative, and technical leads at an appropriately senior level within an institution need to be identified, so that they can act as effective advocates. All stakeholder groups need to be represented in undertaking a detailed appraisal of requirements and shortlisting software based on core functionality, summative assessment life cycle needs, external compatibility, security, and usability. Any software that is a candidate for adoption should be trialed under simulated summative conditions, with all stakeholders having a voice in agreeing the optimum solution. Transfer to a new system should be carefully planned and communicated, with a programme of training established to maximize the success of adoption.
有充分的教学理由支持采用基于计算机的评估。技术故障风险是可以管控的，并且成本效益和质量保证能力的提升抵消了这些风险。需要在机构内确定适当高级别的学术、行政和技术负责人，以便他们能成为有效的倡导者。在根据核心功能、总结性评估生命周期需求、外部兼容性、安全性和可用性对需求进行详细评估并筛选软件时，所有利益相关者群体都应参与其中。任何有望被采用的软件都应在模拟总结性条件下进行试用，所有利益相关者都能参与商定最佳解决方案。向新系统的转换应精心规划并进行沟通，同时要制定培训计划以最大程度地提高采用成功率。
