E-assessment: Past, present and future

Abstract

This review of e-assessment takes a broad definition, including any use of a computer in assessment, whilst focusing on computer-marked assessment. Drivers include increased variety of assessed tasks and the provision of instantaneous feedback, as well as increased objectivity and resource saving. From the early use of multiple-choice questions and machine-readable forms, computer-marked assessment has developed to encompass sophisticated online systems, which may incorporate interoperability and be used in students' own homes. Systems have been developed by universities, companies and as part of virtual learning environments.Some of the disadvantages of selected-response question types can be alleviated by techniques such as confidence-based marking. The use of electronic response systems ('clickers') in classrooms can be effective, especially when coupled with peer discussion. Student authoring of questions can also encourage dialogue around learning.More sophisticated computer-marked assessment systems have enabled mathematical questions to be broken down into steps and have provided targeted and increasing feedback. Systems that use computer algebra and provide answer matching for shortanswer questions are discussed.Computer-adaptive tests use a student's response to previous questions to alter the subsequent form of the test. More generally, e-assessment includes the use of peerassessment and assessed e-portfolios, blogs, wikis and forums.2 Predictions for the future include the use of e-assessment in MOOCs (massive open online courses); the use of learning analytics; a blurring of the boundaries between teaching, assessment and learning; and the use of e-assessment to free human markers to assess what they can assess more authentically.

Examining the use of e‐assessment in higher education: teachers and students’ viewpoints

“…E‐assessment can be defined as the use of a computer as part of any activity related to the assessment (Jordan, ) and it has become an ordinary practice in the higher education sector, in the 21st century (Gikandi et al., ). It is characterised by being a continuous process that uses information and communication technology for the presentation of any assessment activity (Hettiarachchi et al., ).…”

“…When performed properly, e‐assessment offers a number of benefits to improve student learning and reduce the workload of professionals. Some of these benefits include speed, availability, consistency and objectivity of the assessment, and saving time and resources (Amelung et al., ; JISC, ; Jordan, ). As suggested by some authors (Dermo, ; Hettiarachchi et al., ; Redecker, Punie & Ferrari, ) one of the main benefits of using e‐assessment is the provision of faster and better quality feedback.…”

“…Some authors point out some limitations on the use of these tests in e‐assessment, such as the promotion of memorization and the fact that they do not develop and encourage thinking (Nicol, ). They highlight the difficulty in assessing students' learning outcomes, because students can respond by guessing and the teacher has no way of knowing whether or not the students have learned (Jordan, ). However, some authors argue the opposite, since multiple‐choice questions provide students with quick feedback, they save teachers’ time and they allow students to work around the options, reflecting on them (Nicol, ).…”

Tendencias en la evaluación del aprendizaje en cursos en línea masivos y abiertos

“…En cualquier caso, el uso de la e-evaluación en MOOC está en la agenda de investigación para el futuro (Sandeen, 2013), junto con el uso de learning analytics o la difuminación de las fronteras entre la enseñanza, la evaluación y el aprendizaje (Jordan, 2013). Se estima la necesidad de un mayor número de estudios sobre e-evaluación en cursos online así como estudios longitudinales (Stödberg, 2012) o comparativos (Balfour, 2013).…”

Exploring the effectiveness of continuous activity with automatic feedback in online calculus

“…One of the terms used to refer to assessment in distance learning is e-assessment, as well as technology-enhanced and technology-enabled assessment, and computer-assisted or computer-aided assessment. It is a generic concept which includes "any use of a computer as part of any assessmentrelated activity, be that summative, formative or diagnostic" [17], including the use of online computermarked quizzes [18]. E-assessment has three components that must be considered when integrating it into a teaching activity:…”