Editorial: E-Assessment and Its Role and Possibility in Facilitating Future Teaching and Learning (original) (raw)

Best Practices in E-Assessment

Journal of Information Technology Education, 2006

According to Martell and Calderon (2005), assessment is an ongoing process that involves planning, discussion, consensus building, reflection,measuring, analyzing, and improving based on the data and artifacts gathered about a learning objective. Assessment encompasses a range of activities including testing, performances, project ratings, and observations (Orlich, Harder, Callahan & Gibson, 2004). Impacting education from early childhood through graduate studies, the assessment movement is based on standards and outcomes, measuring results, and holding educational institutions accountable for student learning. Oversight bodies and accrediting agencies are beginning to require the establishment of learner-centered outcomes that reflect the well-rounded knowledge, competencies, and abilities preferred in today’s students; the alignment of curriculum to reflect the desired progression and cognitive development of learners; the collection of data that demonstrates the satisfaction of learning objectives; and the use of assessment information to inform decision making (Buzzetto-More, 2006). The use of information technologies and e-learning strategies can provide an efficient and effec- tive means of assessing teaching and learning eff ectiveness by supporting traditional, authentic, and alternative assessment protocols (Bennett, 2002). According to Vendlinski and Stevens (2002) technology offers new measures for assessing learning that will yield rich sources of data and expand the ways in which educators understa nd both learning mastery, and teaching effec- tiveness. The use of information technologies a nd e-learning to augment the assessment process may include: pre and post testing, diagnostic anal ysis, student tracking, rubric use, the support and delivery of authentic assessment through project based learning, artifact collection, and data aggregation and analysis. The purpose of this paper is to provide insight in to the origins, evolution, and key concepts of assessment as well as illustrate some of the ways in which technology and e-Learning serve as the most promising mechanisms for satisfying assessment goals and objectives. This work is based on an exhaustive review of literature, the analysis of a number of critically acclaimed assessment programs, as well as the aut hors’ own work in the development and use of e-Learning in the design, and implementation of an assessment program at a mid-sized institution of higher education located in the ru- ral Eastern Shore of Maryland in the United States. The program being pro- filed includes computerized longitudi- nal testing, online diagnostic testing, competitive networked simulations, rubrics, student discussion transcripts, taped presentations, and electronic portfolios

Past, Present and Future of e-Assessment-Towards a Flexible e-Assessment System

Proceeding of ICL2008, Villach, Austria, 2008

The rapid change in our entire life influences directly or indirectly the systems that controls our knowledge, skills and behaviour. The evolution of our culture is one of the major indicators for this change. Our educational system has been influenced by this rapid change over the time and technology is increasingly used in learning settings. Assessment as a part of the educational system is exposed the same changes. Specialists have been taken care of adapting the learning system with culture changes but unfortunately they have not properly focused on performance measures and feedback. Assessment research trying to keep pace with modern learning settings but still provides room for interesting and challenging research. In this paper, we give an overview about e-assessment history, discuss e-assessment rationales, and outline the main challenges of using computers to assist the assessment process. Finally, we introduce a concept for a flexible e-assessment system applicable in a great variety of learning settings.

Implementation of E-assessment in Higher Education

http://ceur-ws.org/Vol-2732/20201172.pdf, 2020

The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students' attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners' and lecturers' needs we have developed the methodical recommendations , which might be used in the drafting of e-assessment tests for students of different specialisms.

E-Assessment: Tools and Possibilities for Electronic Assessment in Higher Education

EDULEARN Proceedings, 2019

Technology deployment in higher education is at a thriving stage, with an increasing number of institutions embracing the possibilities afforded by technological tools and a mounting interest from teachers who are becoming more familiar with the intricacies of technology. There are several aspects of higher education that have been digitalised and transformed by the constant technological advancements of key tools for learning. Assessment, as an integral part of learning, has also been adopting a growing number and variety of tools to assist the measurement of the learning outcomes of the students. This paper intends to examine the technology that is available to develop effective eassessment practices. It reviews key literature about the use of technology to develop assessment in higher education to provide a comprehensive account of the tools that teachers can use to assist the assessment of their students' learning outcomes. The e-assessment instruments that are presented in this paper have different degrees of complexity, ranging from simple e-exams to the use of complete gamified learning and assessment experiences. They represent varied solutions that can be adapted to an ample assortment of assessment scenarios and needs, and they extend the possibilities of assessment far beyond the limits of conventional grading, offering a more current and more adequate answer to the demands of the contemporary higher education sector.

E-assessment process: giving a voice to online learners

The evaluation of the results focuses on an interactive assessment based on the analysis of the projects developed by other groups at the final stage of the subject. In order to analyse the students’ perception about the e-assessment methodology and their role during this process, a quantitative and online questionnaire was designed and administered at the final stage of the course. The results revealed a high level of satisfaction with the e-assessment activities of the course and an improvement of the learning process.

Tools for E-Assessment Techniques in Education

Handbook of Research on E-Assessment in Higher Education, 2019

The chapter explains the basic definition and objective of e-assessment. Advantages and disadvantages of the e-assessment process are briefed. There are various techniques used for accessing online in an e-learning environment. Some of the techniques are explained with examples. To perform e-assessment using these techniques, there are tools available. Some of the tools are developed by individual organizations for their own purpose while others are public platforms which can be used by anyone. Most of the learning management systems (LMS) use e-assessment tools. This chapter focuses primarily on the e-assessment tools of various types used in education domain. Various techniques of e-assessment used by these tools are explained like MCQs, essay type questions, e-portfolios, discussion forums, blogs, wikis, etc. Tools specific to programming languages are explained in detail. Further, tools related to problems of mathematics are explained. There are various tools for peer-assessment...