Report for JISC Roadmap for e-assessment June 2006
RM Final report Vfv (Word file, 4.2Mb)
|9 January 2009|
|09 January 2009 by Denise Whitelock|
A pedagogically driven model for e-assessment was called for rather than a technologically and standards led framework dominating future developments in this area. The consequences of systems being built that address pedagogical needs is interesting. Experts believe that students will take more control of their own learning and become more reflective. On demand testing will assist students to realise their own potential and e-portfolios can help them to present themselves and their work in a more personalised manner. This notion is also supported by the DfES agenda to promote “personalised” learning. In fact there is perhaps a more stronger move towards andragogical (Knowles 1970) rather than pedagogical principles than first anticipated by the experts that were consulted in this study. The tutor’s role will inevitably change in this new regime and a study of how this change can be managed through training and work experience needs to be considered.
The experts’ visions provided a fair match to the policy documents. However participants were sceptical of the 2009 target. There appear to be a growing group of small commercial companies which can assist with meeting the 2009 target. However there are real concerns about standard compliance by these companies and one of the major challenges for the examination boards to employ these small businesses is to forecast whether they will still be operational in the future.
The vision and barriers to the practice of e-assessment in 2014 emphasise the role of research in progressing issues bound by both the technical and pedagogical level. There were real concerns about plagiarism detection and invigilation issues and
82% of the experts agreed that for the implementation of policy at the Awarding Body level for FE and HE there needs to be accessible secure and reliable systems in place. Further challenges include a change in current production methods to achieve high quality test items. Accessibility was an issue; together with the reliability and validity of high stakes assessments. User identity must not be an issue and accessible, reliable and valid assessments are the standards by which user confidence will be measured. The recommendations which can be found in section 9 of this report have been made with these objectives in mind.