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E-Assessment : An Awarding Body Perspective

E-Assessment : An Awarding Body Perspective. Professor Daniel Khan OBE Chief Executive OCN London. “Assessment is a central feature of teaching and the curriculum. It powerfully frames how students learn and what students achieve. It is one of the most significant

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E-Assessment : An Awarding Body Perspective

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  1. E-Assessment : An Awarding Body Perspective Professor Daniel Khan OBE Chief Executive OCN London

  2. “Assessment is a central feature of teaching and the curriculum. It powerfully frames how students learn and what students achieve. It is one of the most significant influences on students’ experience of higher education and all that they gain from it. The reason for an explicit focus on improving assessment practice is the huge impact it has on the quality of learning.” Boud & Associates (2010) Assessment 2020: Seven propositions for assessment reform in higher education

  3. “Information is at the heart of quality assurance. Assessment management systems can, if used effectively, give a full overview of assessment and enable information to flow through an institution to improve consistency and fairness.” Peter Findlay, Assistant Director, Quality Assurance Agency

  4. What Technology Offers Technology-enhanced assessment and feedback refers to practices that provide some, or all, of the following benefits: • Greater variety and authenticity in the design of assessments • Improved learner engagement, for example, through interactive formative assessments with adaptive feedback • Choice in the timing and location of assessments

  5. Capture of wider skills and attributes not easily assessed by other means, eg through simulations, e-portfolios and interactive games • Efficient submission, marking, moderation and data storage processes • Consistent, accurate results with opportunities to combine human and computer marking

  6. Immediate feedback • Increased opportunities for learners to act on feedback, e.g. by reflection in e-portfolios • Innovative approaches based a round use of creative media and online peer and self assessment • Accurate, timely and accessible evidence on the effectiveness of curriculum design and delivery Pachler et al. A project report for JISC (2009)

  7. Why do Awarding Bodies Need to Prioritise Resources for E-Assessment? • Colleges and Training Providers’ requirements • Efficiency of operations • Cost reduction • Student demand • Flexibility of Assessment Models

  8. Challenges • Investment costs • Credibility and integrity of qualifications • Culture change for staff • Challenge for vocational skills

  9. Opportunities • Global working • International skills benchmarking • Poverty reduction for developing countries through internationally recognised skills • Income diversification • Flexibility of delivery in workplace

  10. Credibility and Integrity of Qualifications • Whether, and how, to measure student participation in on-line discussion and activities • How to measure individual performances within group assignments • Authentication of student work

  11. Credibility and Integrity of Qualifications • Preventing and detecting plagiarism • Issues of security • Connecting the assessment to the teaching and learning intent and strategies The Australian National Training Authority.

  12. Quality Issues Kendle et al (2000) have proposed 10 criteria to guide the design and development of effective qualitative e-assessment tasks: • Assessment tasks should be open-ended • Tasks should have a clear purpose and outcome • Tasks should be authentic in nature

  13. There should be an emphasis on process over product • Collaboration and communication should incorporated in tasks • Students should have varying degrees of choice in the assessment tasks • Tasks should be linked to unit or course objectives

  14. Feedback mechanisms should be included in the task design • Tasks should encourage the appropriate discriminatory use of online resources • Tasks should enable students to examine and present many viewpoints

  15. Good Assessment for Learning • Engages students with the assessment criteria • Supports personalised learning • Ensures feedback leads to improvement • Focuses on student development • Stimulates dialogue • Considers staff and student effort

  16. Conclusion “Nothing that we do to, or for, our students is more important than our assessment of their work and the feedback we give them on it. The results of our assessment influence our students for the rest of their lives and careers – fine if we get it right, but unthinkable if we get it wrong.” Race, Brown & Smith (2005) 500 Tips on Assessment

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