Effective Practice with e-Assessment: An overview of ... - Jisc

‘The role of pedagogically sound,
imaginative design for e-assessment
on the part of tutors is often a
significant factor in its success.’
Roadmap for e-Assessment Report for JISC
(Open University, 2006)
e-assessment has enthused practitioners, many finding new
approaches to assessment a welcome opportunity to rethink
course objectives and pedagogic models.
Impact on workload
It is well documented that the degree of effort normally
required by academic and support staff in the postassessment
period shifts with e-assessment to the
preparatory phase, when test development, establishing
equivalence with paper-based elements, test runs, and trials
of ancillary systems are a significant undertaking. The
development of effective e-assessments and associated
practices means that staff will require additional support
during a transitional phase in which they manage traditional
and new methods of assessment simultaneously.
Some institutions fund departmental e-assessment
champions to provide peer support. One such scheme has
successfully promoted e-learning (ILT) in the further
education sector, but these initiatives require medium-
to long-term rather than short-term funding. The adoption
of wide-scale e-assessment will undoubtedly bring an
increased workload for support staff and investment in a
centralised unit to support e-assessment development is a
likely outcome.
Culture change
Few higher education departments use e-assessment at a
summative level. This could reflect a failure to imagine what
can be achieved, as much as any real risk posed by technical
systems, now considered by many to be robust enough for
the task. Resistance to changes in cultural practice may,
however, be as potent a restriction on innovation as the
reliability of technology.
The impact of innovative assessment practice is still emerging
and will support much ongoing research. To support this
process of change, the sharing of successes and solutions to
problems is beneficial. Using case studies to review and
develop current practice is recommended.
What are the challenges for practitioners?
g
Allocating time for e-assessment-related
skills development
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Ensuring the accessibility of e-assessments for
a diversity of learners
Achieving a best fit between e-assessment design,
course objectives and the needs of learners
Developing confidence and expertise in a full range
of e-assessment approaches
Assimilating changes in working practices
For academic staff, e-assessment
must add value to learning and
teaching to warrant the change
from traditional methods.
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