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=Staff engaged in e-learning design and (re)development are provided with a researched evidence base of e-learning assessment activities. =

Evidence
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.

Resources
‘The practice of providing online quizzes does not seem to be more effective than other tactics such as assigning homework’ (Means et al. 2009).

‘In a quasi-experimental study of Taiwan middle school students taking a Web-based biology course, Wang et al. (2006) found that students in the condition using a formative online self-assessment strategy performed better than those in conditions using traditional tests, whether the traditional tests were online or administered in paper-and-pencil format. In the formative online assessment condition, when students answered an item incorrectly, they were told that their response was not correct, and they were given additional resources to explore to find the correct answer. (They were not given the right answer.) This finding is similar to that of Grant and Courtoreille (2007) described above’ (Means et al. 2009).

“Cook et al. (2005) investigated whether the inclusion of “self-assessment” questions at the end of modules improved student learning. The study used a randomized, controlled, crossover trial, in which each student took four modules, two with the self-assessment questions and two without. The order of modules was randomly assigned. Student performance was statistically higher on tests taken immediately after completion of modules that included self-assessment questions than after completion of those without such questions—an effect that the authors attributed to the stimulation of reflection. This effect, however, did not persist on an end-of-course test, on which all students performed similarly.” Means et al. (2009).

JISC e-assessment effective practice handbook (2007): This provides a sequence of case-studies demonstrating innovation and effective practice in e-assessment. It also provides a benchmark against which to assess progress and barriers. They include a tool for implementing effective practice with e-assessment.