Qualitative differences in academics’ conceptions of e-assessment

Abstract

The paper reports the results of a phenomenographic study on academics' conceptions of e-assessment. A cohort of twenty-one academics from seventeen disciplines participated in semi-structured interviews exploring their experiences of using web-based technologies for formative and summative assessment purposes. Through iterative analysis of the interview transcripts, the study identified four qualitatively different ways in which academic teachers understand e-assessment; e-assessment was seen as a means of: (a) efficiently managing and streamlining the assessment process (b) facilitating dialogue and student engagement (c) enhancing student learning, and (d) developing (digital) identity and the community. Six interrelated dimensions of variation were also established: the benefit of e-assessment, the role of the assessing teacher, the role of the assessed student, the role of the medium, the purpose, quality and level of collaboration, and, finally, the relationship between eassessment and teaching and learning. The results thematise how university teachers relate to technologyenabled assessment and represent incrementally expanding levels of agency within relatively recent, often hybrid assessment milieus. More importantly, the reported dimensions of variation can be utilised to inform which aspects of e-assessment warrant further attention for the improvement of formative and summative assessment design and practice.

Incidence of Gender in the Digital Competence of Higher Education Teachers in Research Work: Analysis with Descriptive and Comparative Methods

“…Regarding the intention to use ICT for research work, despite the facts that ICT improves work management [3] and today's society is highly technological [6,7], the participants who took part in this study have a medium-high intention for both female teachers, in both age ranges analysed. These results contrast with those obtained by Baydas and Goktas [53], Teo and Milutinovic [54] and Sánchez-Mena et al [55], since their studies found no significant differences by gender in regard to intention to use.…”

“…Currently, the significant advances that have taken place in information and communication technologies (ICT) have created a favourable and enriching environment for developing new and innovative education and research approaches in higher education [1,2], since they facilitate more efficient ways of managing the work of teachers [3].…”

Technology-enhanced formative assessment in higher education: A voice from Indonesian EFL teachers

“…Another study from (Alexiou & Paraskeva, 2010) reveals that through e-portfolio students can develop self-regulated learning and their academic skills. Additionally, Mimirinis (2019) interviewed the academic staff at the E-ISSN: 2528-4479, P-ISSN: 2477-5304 http://jurnal.unissula.ac.id/index.php/edulite DOI: http://dx.doi.org/10.30659/e.6.1.42-54 university in her study. The finding classifies the roles of technology in eassessment into four types; as streamlining the process of assessment, as a facility for students' engagement, as a learning improvement, and as a communication development.…”

“…However, some scholars admit that the adoption of technology in assessment is a complex process affected by individual, contextual, and technical factors (Brady, Devitt, & Kiersey, 2019; E-ISSN: 2528-4479, P-ISSN: 2477-5304 http://jurnal.unissula.ac.id/index.php/edulite DOI: http://dx.doi.org/10.30659/e.6.1.42-54 Koc, 2013). Mimirinis (2019) correctly points out that teachers' decision to utilize technology for assessment practices depends on their belief: What benefits they will perceive from the tools, how technology can facilitate the assessment purposes, and how technology can enhance the learners' engagement through timely and constructive feedback. Thus, it is notable for examining further the teacher's personal perceptions on technology-enhanced formative assessment in a specific context.…”

La competencia digital en el docente universitario

“…Los intereses de muchas instituciones de educación superior en el contexto europeo se encuentran en un proceso de trabajo corporativo con visos a la globalización y con ello incrementar su presencia en el mercado online, siempre basado en el empleo de las tecnologías para buscar un promisorio mercado y con ello estar a la vanguardia en lo que respecta a proveer cursos diversos en plataformas virtuales. Dicho aspecto globalizante también es dado a conocer por Mimirinis (2018) quien se refiere al contexto actual de masificación de la población estudiantil a escala mundial, ha conllevado a la necesidad de identificar mejores formas de gestionar el trabajo de los estudiantes y con ello el desempeño de los docentes.…”