Best practice in online assessment: Principles, processes and outcomes (original) (raw)

Using online assessments: a journey towards good practice

2011

The use of online assessment in higher education, in particular computer mediated assessment (CMA) and online quizzes, has been growing in response to pedagogical and organisational efficiency drivers and with the increasing availability of technology and online assessment software options. However, the use of online assessment is not without pedagogical challenges. The usefulness and reliability of online assessment results relates to the clarity, specificity, and articulation of assessment purposes, goals, and criteria. In achieving effective online assessment, there are certain must haves, including but not limited to assessment instruments that fit the delivery mode, and the online mode is substantially and increasingly learner-centred. Simply transferring assessment instruments from traditional modes to online is no guarantee that either learners will or will not be able to demonstrate learning or that examiners will necessarily be able to verify that students have met learning...

Role of ICT for Authentic Assessment in Higher Education

Tathapi UGC Care Journal, 2020

The Information and Communication Technology (ICT) offers educators, learners and educational administrators a variety of new ICT tools that can be used in all aspects of educational activities for evaluating students' performance that can help teachers and other educational stakeholders track and assess their students' as well as their teachers' abilities in the classroom. These technologies can be used to facilitate effective communication among all stakeholders and implement digital records of student performance grading system and classification of the program passing criteria systematically with minimum human interaction.

Case studies of online assessment

Citeseer

This paper outlines the progress to date of a project to compile, analyse and share examples of innovative online assessment activities using; online testing; teamwork and collaboration; simulations and role plays, and dialogue with experts and across cultures. The aim of this research is to provide teaching academics and educational developers with examples of assessment strategies that have been successfully applied in higher education, and to derive a number of key principles about online assessment that will be useful for future research. The project involves case studies from two Australian universities, which have been used to develop an initial set of eight exemplars and analysed to identify commonalities and differences. In the next phase of the project, these will be shared with teaching staff from two Hong Kong Universities, who will be asked to assess the applicability of the assessment designs and approaches to their teaching contexts.

Assessment 100% Supported by ICT: Possibilities Offered and Risks

International Journal of Emerging Technologies in Learning, 2010

After the launching of a Fundamentals of Physics course offered for different campuses of the National University of Colombia in blended learning mode, various experiences were collected in a virtual assessment that were supported 100% by ICT. We implemented an evaluation system that consists of different categories ranging from traditional examinations, partial examinations, final examinations, workshops, quizzes, attendance, and duties and forums, all evaluated online. In particular, random blocks of questions were used for examinations taken from large databases, built especially for this purpose, on the order of 100 per chapter. We comment on the results achieved with the implementation of the evaluation system proposed, in addition to the possibilities offered and the risks they present.

Teaching Experiences of E-Authentic Assessment: Lessons Learned in Higher Education

Journal of teaching and learning with technology, 2022

The realities of the 21st century have led professors and lecturers to renew their learning assessment practices so that they are more adapted to and contextualized in the current professional world. Despite advances in teaching and learning, assessment methods may still deviate from practice in authentic contexts. Although some instructors are already familiar with more authentic assessments, most are accustomed to using exams as standard practices to test students' achievement of course objectives and essays to prepare students for research or written argumentation. Nevertheless, such typical assessments often lack authenticity and do not develop the full potential of students' 21stcentury learning or literacy skills such as communication, creativity, or working with technologies. The past decade has seen the beginnings of a broader reflection on teaching, learning, and evaluating with technologies, including more authentic assessments. In this reflective essay we present how technologies make it possible to diversify assessment methods, resulting in enhanced authenticity and development of 21st-century learning and literacy skills. Authentic assessment methods with technologies (e.g., recorded video presentations, explanatory interviews with descriptive assessment grids, PechaKucha presentations, blog posts, social media and e-portfolios) are illustrated with examples from several disciplines. We also explain how proposing a number of methods to students for the same assessment may help answer their various needs and preferences without increasing instructors' grading load. Furthermore, we discuss how diversifying assessment methods with technologies often results in a transformation of assessment modalities. Beyond assessments as an evaluation of knowledge and/or skills at a fixed time, authentic assessments with technologies may become continuous or iterative processes with multiple feedback occasions from instructors, thereby combining synchronous interactions and/or discussions with asynchronous reflections to improve students' involvement and active learning.

Case studies in online assessment

2005

This paper outlines the progress to date of a project to compile, analyse and share examples of innovative online assessment activities using; online testing; teamwork and collaboration; simulations and role plays, and dialogue with experts and across cultures. The aim of this research is to provide teaching academics and educational developers with examples of assessment strategies that have been successfully applied in higher education, and to derive a number of key principles about online assessment that will be useful for future research. The project involves case studies from two Australian universities, which have been used to develop an initial set of eight exemplars and analysed to identify commonalities and differences. In the next phase of the project, these will be shared with teaching staff from two Hong Kong Universities, who will be asked to assess the applicability of the assessment designs and approaches to their teaching contexts.

Information Technologies in Education: The Learning Assessment Tools

2017

Information technologies (IT) are increasingly used in education all around the world. The examples of such application are massive open online courses, learning management systems, e-courses, e-books, video lectures, learning assessment tools etc. The learning assessment tools are of particular interest, because assessment is very important part of education. This paper describes the purposes of IT usage for assessment and the different assessment approaches. The paper also presents the web-based computer assisted assessment system developed in the Kyrgyz-Turkish âManasâ University and shares experience of implementation of the system in that university. As a result of this work the authors argue that there are more advantages of implementing such a system for assessment of the large amounts of students comparing to drawbacks like depending upon the technical issues and preliminary work for the item bank development.