L8 1 5

=A range of assessment formats are used in courses. =

Evidence
Effective assessment will communicate ongoing high expectations through affirming competencies and capabilities, as well as technical and specific knowledge using a variety of approaches, such as 1. traditional, 2. activity oriented, 3. group, and 4. self-reflective and readily accessible practices, such as online quizzes, surveys, gradebooks and e-portfolios. Whatever methods are utilised, students need a rigorous understanding of qualitative and quantitative aspects of their assessment to ensure e-learning success.

‘Effective online assessments should include a wide variety of clearly explained assignments on a regular basis’ (Gaytan & McEwan 2007).

Different course structures and assessment structures have been shown to greatly influence student dedication to study. Courses with exams only at the end fail to encourage ongoing study, whereas continuous assessment encourages continuous study (Garmendia et al. 2008).

Levin, Levin & Waddoups (1999) employed multiple assessment techniques for an online Master of Education program, including assessment by classmates and the professor, by other educators, and self-assessment. But Tallent-Runnels et al. (2006) note that no data has been provided to assess the effectiveness of one form of assessment over another. This suggests that ongoing evaluation of the effectiveness of the range of assessment methods must be undertaken.

‘Students are more likely to be interested and motivated if they have choice in their assessment tasks’ (Rust 2002, p. 150).

Resources
Observing that the value of learning technologies is partly attached to some ability to perform limited automated assessment (p. 206), Laurillard (2002) recommends a series of assessment qualities for learning technologies. These include (p. 207): • design assessment in terms of objectives; • design questions to be open, non-technical and conceptual; • ensure that learning through new media is assessed and accredited; • design group assessment to fit objectives and modes of collaborative learning; • involve students in the design and assessment of marking; • reinterpret assessment criteria explicitly for learning from new media; • use the productive media to test the new learning activities that are being encouraged; • communicate assessment requirements clearly. Similarly, Conrad and Donaldson (2004) propose that because engaged learning requires higher level thinking, assessment should comprise more than traditional exams and should include ‘activity rubrics, team assessment, and reflective self-assessment’ (p. 34). They add that assessment focus should be on establishing that the stated objectives for the course have been met, and that students have been engaged in the learning process.

The range of assessments may include projects, portfolios, self-assessments, peer evaluations, and weekly assignments with immediate feedback. These are effective according to faculty and student responses (Gaytan & McEwan 2007) Furthermore, ‘the assessment value of e-mail messages, chat room conversations, and discussion board postings should not be ignored as they provide opportunities for the instructor to learn whether the students understand the instruction’ (p. 129).

E-assessment can increase the range of what is tested and can provide evidence of both cognitive and skills-based outcomes. With e-assessment personalization of learning is possible, also there is potential for on-demand summative assessment. The real advantage may, however, be in the immediacy of feedback.

Evidence suggests that e-assessment can provide assessment that is more authentic – through the use of e-portfolios, reflective diaries, blogs, or virtual scenarios.

Quality assurance and staff training in the design and delivery of e-assessments need to respond to these new developments. Also, examination regulations need to be revised. The regulatory bodies in England, Wales, and Northern Ireland are producing regulatory principles and guidance for e-assessment. http://www.ofqual.gov.uk/files/Final_regulatory_principles_document_-_PRINTED.pdf

A model provided in the JISC e-assessment effective practice handbook (2007) illustrates the relationship between assessment, feedback and support for progressing to the next element of learning. There is also a checklist for exploring the implications of implementing e-assessment in a particular context. This involves such items as reviewing the availability for learners of technologies, support and codes of practice, and reviewing models of staff training and support, also evaluation of achievement of objectives among other items.

One form of assessment that may enhance student learning is the e-portfolio (Mateo & Sangra 2007). An e-portfolio is more than a digital repository of student work, because, ‘it forms a dynamic and comprehensive meeting space for the processes of instructional, evaluative and personal development of the student’.

The Ako Aotearoa project has useful case studies describing strong assessment practices in the university setting:

http://akoaotearoa.ac.nz/projects/enhancing-effectiveness-tertiary-teaching-and-learning-through-assessment

http://akoaotearoa.ac.nz/project/enhancing-effectiveness-tertiary-teaching-and-learning-through-assessment/resources/pages/s-0

The Joint Information Systems Committee (JISC) has several resources surrounding assessment practice and e-learning on its website:

http://www.jisc.ac.uk/assessment.html

http://www.elearning.ac.uk/subjects/assessmentfold/assessment/topic_view