While it is frequently argued that assessment sits at the heart of the learning process, in practice assessment often remains narrowly focused on qualifications and reporting achievements, driven by ...institutional and societal aspirations and tensions such as accountability and economic well being. Yet, the need for assessment to account for the knowledge, skills, dispositions and attitudes necessary to equip young people for a changing and increasingly digital world is also increasingly acknowledged. Based on our recent research review, this article critically examines the role of technology enhanced assessment (or TEA). We argue that while technology offers many potentially creative opportunities for innovation and for rethinking assessment purposes, there are also numerous risks and challenges. In particular we highlight ethical concerns over social exclusion and new forms of digital dividedness and the increasing risks associated with big data and the rise of learning analytics. Finally, we note that much research and innovation happens in silos, where policy, research and practice on assessment, technology enhanced assessment and ethical and political concerns are not linked up. We conclude that there needs to be a much more wide-ranging, critical and nuanced discussion in educational and policy circles so that debates about the potential of technology can be linked to improving assessment in the light of the range of social and political challenges that such progress presents. We end with some critical questions for policy, practice and research communities, which we offer as a starting point for future thinking and ways forward.
This paper presents key findings from a study conducted with several universities in the GCC region regarding their approach and use of e-Assessment within their learning environments. The study ...identifies key factors that could impact the use and quality of e-Assessment, and describe how those factors could influence forming a consistent and effective approach to employ a long-term e-Assessment approach. Data was collected from several higher education institutions in the GCC region, using an online survey, in-depth interviews with academic administrators, and direct observation. The study identifies six critical factors that may have a direct or indirect impact on forming a consistent and effective approach to employ a long-term e-Assessment approach. Moreover, the study reveals a strong correlation between e-Assessment quality, and the centralization of e-Assessment strategy, e-Assessment administration, and e-Assessment Technology.
This study aims to determine the teacher's response to the use of e-assessment of character in elementary school students; knowing the results of the assessment of the character of love for the ...homeland, tolerance, and discipline; comparing the results of character assessment in three schools, knowing the validity and feasibility of e-character assessment. This research is a research & development research using quantitative data and qualitative data. The research sample consisted of 55 students at SD Negeri 034/I Teratai, 58 students at SD Negeri 045I Sridadi, and 61 students at SD Negeri 064/I Muara Bulian obtained by purposive sampling technique. The data collection technique uses a love of the homeland, tolerance, and discipline questionnaire. Analysis of quantitative data using descriptive statistics and inferential statistics in the form of one way ANOVA test, post-hoc further test in the form of Tukey HSD test and qualitative data using the Miles and Huberman technique. The results showed that teachers have a very good response to the use of e-assessment. The developed e-assessment product is in the very good category so it is feasible to use
Dieser Beitrag legt am Beispiel des von Prof. Dr. Dorothee M. Meister initiierten Projektes «E-Assessment NRW» dar, welche weitreichenden Herausforderungen es bei der Einführung von E-Assessments ...gibt. Dabei werden drei Handlungsfelder – Technik, Didaktik und Recht – bei der Einführung, Implementierung und Umsetzung von E-Assessments betrachtet und herausgestellt, welche Chancen eine kooperative Zusammenarbeit unter Berücksichtigung hochschulinterner Prozesse bietet und welche Konsequenzen sich daraus für die Medienpraxis an Hochschulen ergeben. Der Fokus des Beitrags liegt auf der kooperativen Zusammenarbeit im Bereich von Weiterbildungs- und Vernetzungsformaten.
Assessment is an important component of education especially in the context of the learning and teaching environment. In higher education, assessment is the heart of formal education. Nowadays, ...technology plays an important role in the assessment process. Therefore, using technology development has an impact on improving the assessment system. Focus on the using of electronic assessment (e-assessment) systems is increasingly developing at the higher education level. Technological developments have led to a shift in concepts and ways of assessing moving from face-to-face assessment to digital-based assessment, namely an end-to-end assessment process using ICT. E-assessment system is provides many benefits for the effectiveness and efficiency of learning in higher education for lecturers, students and institutions. Many e-assessment models are developed to meet various objectives, especially in the purpose of educational learning. However, there are many challenges in its process and application. This paper aims to provide an example of e-assessment system application, describe challenges in the use of e-assessment systems in higher education based on literature, journals and research results and provide recommendations on how to deal with all of these challenges so that the assessment objectives can be achieved. The method that used is to figure out and describe qualitatively. Overall conclusion is the e-assessment system has become one of the requirements in higher education with many models. There are still many questions for lecturers, students and institutions that pose challenges in the application of e-assessments related to validity and reliability, accuracy, fairness, security, infrastructure and human resources. Based on this fact then the recommendation of these challenges in the successful implementation of e-assessment in higher education are paying attention to the characteristics of e-assessment, designing assessments according the needs, and creating a complete and accessible assessment system for all.
The study aimed to explore the response of teachers in Jordan to the Electronic assessment based on software installed on cellular devices, mobiles, laptops and computers based on software installed ...on cellular devices, mobiles, laptops and computers based on software installed on cellular devices, mobiles, laptops and computers of students' personality (discipline and tolerance) in Three schools that were selected to apply the electronic assessment to them in the city of Amman for the first semester of the academic year 2022/2023. This study relied on quantitative data in addition to qualitative data. As for the research sample, it was taken intentionally and consisted of (110) students. Data was collected through a Tukey HSD questionnaire and test. Quantitative data were analyzed using one-way ANOVA, while qualitative data were processed using the Miles and Huberman technique. The The The results of the study reached through the research process of the study reached through the research process of the study showed that the response to the use of electronic assessment based on software installed on cellular devices, mobiles, laptops and computers based on software installed on cellular devices, mobiles, laptops and computers based on software installed on cellular devices, mobiles, laptops and computers among teachers was very good. And now the use of Electronic assessment based on software installed on cellular devices, mobiles, laptops and computers based on software installed on cellular devices, mobiles, laptops and computers based on software installed on cellular devices, mobiles, laptops and computers developed the educational process.
This article presents a model for designing e-assessment processes aligned with competences and learning activities. The authors examined assessment in student-centered, competence-based learning in ...online contexts. We analyzed the importance of alignment for properly selecting the learning activities that best guide students towards the desired level of competence acquisition (i.e. learning outcomes). We explored the leading types of assessment and new opportunities for assessment derived from the use of technologies. The model developed takes advantage of the potential for technologies to go beyond traditional assessment approaches and proposes a classification of e-assessment activities organized by competences. When the model was applied in a real online course, results suggested it can help teachers and students better understand the meaning of competence-based learning and how the formative assessment approach is useful for helping students attain the desired competence levels.
•Universities maintain content-based and teacher-centred approaches to learning.•Learning activities are not oriented towards competences' acquisition.•Technologies are currently used to reproduce traditional assessment practices.•Aligning assessment with competences and learning activities is helpful.•The proposed model represents a consistent process for giving sense to competences.
Traditional item analyses such as classical test theory (CTT) use exam‐taker responses to assessment items to approximate their difficulty and discrimination. The increased adoption by educational ...institutions of electronic assessment platforms (EAPs) provides new avenues for assessment analytics by capturing detailed logs of an exam‐taker's journey through their exam. This paper explores how logs created by EAPs can be employed alongside exam‐taker responses and CTT to gain deeper insights into exam items. In particular, we propose an approach for deriving features from exam logs for approximating item difficulty and discrimination based on exam‐taker behaviour during an exam. Items for which difficulty and discrimination differ significantly between CTT analysis and our approach are flagged through outlier detection for independent academic review. We demonstrate our approach by analysing de‐identified exam logs and responses to assessment items of 463 medical students enrolled in a first‐year biomedical sciences course. The analysis shows that the number of times an exam‐taker visits an item before selecting a final response is a strong indicator of an item's difficulty and discrimination. Scrutiny by the course instructor of the seven items identified as outliers suggests our log‐based analysis can provide insights beyond what is captured by traditional item analyses.
Practitioner notes
What is already known about this topic
Traditional item analysis is based on exam‐taker responses to the items using mathematical and statistical models from classical test theory (CTT). The difficulty and discrimination indices thus calculated can be used to determine the effectiveness of each item and consequently the reliability of the entire exam.
What this paper adds
Data extracted from exam logs can be used to identify exam‐taker behaviours which complement classical test theory in approximating the difficulty and discrimination of an item and identifying items that may require instructor review.
Implications for practice and/or policy
Identifying the behaviours of successful exam‐takers may allow us to develop effective exam‐taking strategies and personal recommendations for students.
Analysing exam logs may also provide an additional tool for identifying struggling students and items in need of revision.
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