This review examines the literature related to current and innovative assessment practices and systems that use technology – commonly known as ‘e-assessment’ or more recently technology enhanced assessment (TEA).
This paper examines the relatively short history and current scope of technology enhanced assessment; its use within formative and summative assessment; the potential affordances and challenges it brings; and barriers and enablers to its adoption. It offers a closer look into five focus areas where digital technologies are seen to offer particular potential benefits to changing assessment in response to a changing world and learning needs.
The areas of focus are:
1. The use of multiple forms of representation to enable learners to represent their learning in ways of their choice.
2. Developing new ways of assessing summative performance in different subjects
3. Developing ways to capture learning skills, competences and dispositions that are less amenable to traditional assessment methods
4. Developing ways of capturing peer interaction, group performance and collaboration
5. The role and use of learning analytics and education data mining
Please complete with the List of competences to be achieved
|University of Bristol
|Type of provider
|Learning opportunity type
|Open to all
|Type of credential