2. E-assessment
• “a method of using information technology for any assessment-related
activities” (Brink & Lautenbach, 2011, p. 503)
• “e-assessment, which includes the entire assessment process, from designing
assignments to storing the results with the help of ICT” (Stödberg, 2011, p. 1)
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3. Questions
1) How does assessment enhanced by technology relate to theories of
learning?
2) What are the major interests driving research into technology enhanced
assessment?
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9. E-assessment types
0 15 30 45 60
2
2
1
2
3
3
7
11
8
14
35
51
Types of e-assessment
Automated short answer assessment
Peer assessment
Web/net/e-Portfolios
Automated writing assessment
Computer mediated assessment
Self assessment
Automated graph assessment
Examiner tools
Behavioural assessment
Teacher tools
Wikis: collaborative online encylopaedia or resource centre
Game-based assessment
Forums: counting forum posts, assessing quality
Mixed: a combination of various types from the above categories
E-assessment types Total
Automated short answer assessment: multiple choice, fill in the blank, drag and drop, short text 51
Peer assessment: leaner to learner assessment 35
Web/net/e-Portfolios: learner produced content assessed online through websites or blogs 14
Automated writing assessment: learner texts compared with predetermined models and automatically marked 8
Computer mediated assessment: human marking but assessments are accessed or modified online 11
Self assessment: preset feedback based on interactions with a variety of assessment types 7
Automated graph assessment: learner made graphs compared with predetermined models and automatically marked 3
Examiner tools: computer mediated human marking of learner’s work 3
Behavioural assessment: learner performance in an LMS partially assessed on dwell time, connection frequency, interaction frequency
etc.
2
Teacher tools: software to improve teachers’ assessment literacy and reduce marking time 1
Wikis: collaborative online encylopaedia or resource centre 2
Game-based assessment: learner performance in a game environment when solving problems 2
Forums: counting forum posts, assessing quality 1
Mixed: a combination of various types from the above categories 11
(Butcher & Jordan, 2010)
(Su & Wang, 2010; Terzis & Economides, 2011)
(Wang, Chang, & Li, 2008)
(Lai, 2010)
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10. E-assessment purpose
‘The bulk of current practice remains firmly rooted in traditional approaches and
concentrates on assessment of, rather than for, learning’ (Ferrell, 2012 p. 8)
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11. E-assessment purpose
Studiespublished
0 20 40 60 80
26
1
3
5
19
25
74
Formative assessment
Summative assessment
Formative and summative
Diagnostic
Dynamic
Catalytic
Not stated
Assessment purpose Total
Formative assessment 74
Summative assessment 25
Formative and summative 19
Diagnostic 5
Dynamic 3
Catalytic 1
Not stated 26
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12. E-assessment
Study origin Total Study origin Total
Taiwan 40 South Africa 2
UK 32 Turkey 2
USA 14 Germany 2
Spain 8 New Zealand 2
Australia 8 France 1
Greece 6 Iran 1
Multi-sited 6 Italy 1
China 6 Lithuania 1
Canada 4 South Korea 1
Netherlands 3 Sweden 1
Belgium
2 Thailand 1
Hong Kong 2 Chile 1
Singapore 2
Netherlands
2%
Canada
3%
China
4%
Multi-sited
4%
Greece
4%
Australia
5%
Spain
5%
USA
9%
UK
21%
Taiwan
27%
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13. E-assessment
Theory Total
Not stated or found: no reference to any theory could be found 92
Social constructivism: knowledge and meaning are collaboratively constructed 18
Cognitive constructivism: individual construction of knowledge and meaning 10
Mathematical theory: e.g., Item Response Theory 9
Cognitive load theory: relationship between long-term and working memory 4
Legitimate Peripheral Participation: initiation of new learners by experts into a community 3
No theory: an explicit rejection of theory 2
Grounded theory: theories are developed from the research 1
Action research: problems relevant to the participants are solved or better understood 1
Other: e.g., communicative rationality theory, self-efficacy theory 13
0
25
50
75
100
Studies published
92
18
13
109
43211
Theory and e-assessment
Grounded theory Action research No theory Legitmate Peripheral Particiaption Cognitive load theory Mathematical Cognitive constructivist Other Social constructivism Not stated
0 25 50 75 100
Not stated, no theory Theory
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14. E-assessment
...the narrow focus on impacts on student learning and form of questioning
reveals that teaching as inquiry is epistemologically linked to positivism,
endeavouring to separate facts from values, and disengaging the researcher from
the researched, thus positing a value-free, neutral approach to social issues,
education and politics. This approach is at best a recreation of the technical
rationality identified by van Manen. The functionalism of teaching as inquiry places
a singular focus on results gained from norm-referenced assessment as measures
of whether teaching is effective or learning has occurred. Such an approach
encourages the contemporary reductionist assumption that the problem of
student underachievement can be ‘fixed’ by teachers closely adhering to lists of
criteria of ‘effective pedagogy’ (Benade, 2012, p. 1).
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