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

digital images are more frequently used, reflecting the
increasing confidence of staff in developing their own
formative e-assessments.
For learners, fast tracking has now been made possible by
the provision of personalised routes to qualifications. Some
learners will even complete their basic and key skills tests
within two months of enrolling, if the initial screening
indicated this was appropriate. Learners can then progress
at their own rate – something that is important both in terms
of maintaining morale and in managing the high throughput.
‘We know we couldn’t do this in a traditional way,’ says
Head of Learning Resources, Roger Clegg, who has led the
initiative to produce the top-up online learning resources that
target weaknesses identified by the tests.
The scheme is now being extended to foster achievement
in other curriculum areas and to support learners in the
workplace. Resources in a wider range of media are
envisaged to promote self- and peer-assessment – for
example, the use of videos created by learners to explore
their own and others’ performance for elements of the BTEC
National Diploma in dance.
What are the challenges illustrated by
this case study?
g
Exploring the role of e-assessment in supporting
personalised learning
g
g
Funding the development of individualised learning
resources to raise learners’ achievement
Aligning institutional strategies for e-learning and
e-assessment to ensure that diagnostic assessments
lead to
dy
supported learning experiences
‘We know we couldn’t do this in
a traditional way.’
Roger Clegg, Head of Learning Resources,
The Oldham College
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