Trends and Challenges of E-Assessment to Enhance Student Learning in Higher Education

Ortiz, Lourdes Guàrdia; Crisp, G. T.; Alsina, Ivan

doi:10.4018/978-1-5225-0531-0.ch003

Cited by 44 publications

(22 citation statements)

References 45 publications

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“…The specific classifications regarding e‐assessment activities include questions (eg, closed, open, multiple‐choice, matching, ordering), e‐portfolios, essays, online discussions, concept maps, personal response systems, badging, online role playing or scenario‐based activities (Guàrdia, Crisp, & Alsina, ; Manoharan, ; Stödberg, ; Trumbull & Lash, ). A recent study proposes a new classification of e‐assessment activities organised into five competences: (1) ability to search for, process and analyse information, (2) ability to apply acquired knowledge, (3) ability to use language to communicate successfully, (4) ability to create learning products in diverse formats and (5) ability to apply knowledge in real or simulated scenarios (Guerrero‐Roldán & Noguera, ).…”

Section: Opportunities Afforded By Teamentioning

confidence: 99%

“…The specific classifications regarding e-assessment activities include questions (eg, closed, open, multiple-choice, matching, ordering), e-portfolios, essays, online discussions, concept maps, personal response systems, badging, online role playing or scenario-based activities (Guàrdia, Crisp, & Alsina, 2017;Manoharan, 2016;Stödberg, 2012;Trumbull & Lash, 2013). A recent study proposes a new classification of e-assessment activities organised into five competences:…”

Section: Opportunities Afforded By Teamentioning

confidence: 99%

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Pedagogical approaches for e‐assessment with authentication and authorship verification in Higher Education

Okada¹,

Noguera²,

Alexieva³

et al. 2019

Brit J Educational Tech

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Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e‐authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e‐authentication instruments and how they impact trust in e‐assessment. This mixed‐method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust‐based e‐Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e‐assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e‐assessment best practices and course team support.

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Section: Opportunities Afforded By Teamentioning

confidence: 99%

Section: Opportunities Afforded By Teamentioning

confidence: 99%

Pedagogical approaches for e‐assessment with authentication and authorship verification in Higher Education

Okada¹,

Noguera²,

Alexieva³

et al. 2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…While the data analytics capabilities of these two groups, institutional staff and educational researchers, is certainly important to address, teachers must begin to be considered as key actors in EDS, particularly in the assessment of teaching and student learning (Crisp, 2012). With the development of new assessment techniques, particularly e-assessment, teachers are hindered by the lack of training opportunities, which results in low levels of teachers' computer and technical literacy required to engage effectively with these techniques (Guàrdia, Crisp, & Alsina, 2016). Pea (2014) argues that attention must be paid to the barriers that teachers face when presented with analytics to make data-driven decisions about the classroom environment.…”

Section: Data Literacy and Edsmentioning

confidence: 99%

Teachers as Producers of Data Analytics: A Case Study of a Teacher-Focused Educational Data Science Program

McCoy

Shih

2016

Learning Analytics

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Educational data science (EDS) is an emerging, interdisciplinary research domain that seeks to improve educational assessment, teaching, and student learning through data analytics. Teachers have been portrayed in the EDS literature as users of pre-constructed data dashboards in educational technologies, with little consideration given to them as active producers of data analytics. This article presents the case study results of an EDS program at a large university in Midwestern U.S.A. in which faculty and instructors were provided with access to institutional data and data analytics technologies in order to explore questions related to their classroom and departmental environments. Semi-structured interviews of program participants were conducted to examine the participants' experiences as practitioner researchers in EDS. The analysis showed that participants were motivated to participate to improve their learning and educational environments through data analytics, as opposed to developing a research agenda in EDS; that participants experienced a range of barriers related to data literacy; and that participant community support in addition to administrative support are vital to teacher-focused EDS programs. This study adds to a small but growing body of research in EDS that considers teachers as producers and not just consumers of data analytics.

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“…En todo proceso instruccional, la evaluación es un elemento clave (Guàrdia, Crisp, & Alsina, 2017). La evaluación no es solo importante para proporcionar una calificación numérica al alumnado sino para mejorar los procesos de enseñanza-aprendizaje.…”

Section: Introductionunclassified

Mejora de los procesos de evaluación mediante analítica visual del aprendizaje

Álvarez

Villamañe

Larrañaga

2020

Education in the Knowledge Society

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Las principales tendencias actuales en la educación universitaria implican la integración de aprendizaje presencial, de aprendizaje en línea y el uso de tecnologías que den soporte a diversos aspectos del proceso de enseñanza-aprendizaje. Uno de los principales aspectos que tienen en cuenta todas las tendencias educativas son los procesos de evaluación efectivos, que implican un análisis continuo de los resultados del alumnado para poder detectar anomalías lo antes posible y proporcionar feedback con el fin de resolverlas. Sin embargo, en un entorno de aprendizaje en el que se produce una gran cantidad de información heterogénea se necesita integrar dicha información para poder analizarla correctamente. En este artículo se presenta COBLE, una herramienta que posibilita la integración de información proveniente de diferentes fuentes para poder, a continuación, analizarla utilizando técnicas de analítica visual del aprendizaje. El sistema incorpora un módulo de feedback que proporciona información visual sobre el proceso de evaluación tanto a docentes como a alumnado para facilitarles sus procesos de toma de decisión. Las visualizaciones proporcionadas pueden adaptarse a las necesidades de cada asignatura o usuario. COBLE ha sido evaluado mediante su uso en un entorno real donde diferentes docentes han integrado información proveniente de diferentes fuentes (Moodle, hojas de cálculo personales, etc.) sobre el desempeño del alumnado. A continuación, tanto el profesorado como el alumnado utilizaron las visualizaciones de COBLE para extraer información sobre el proceso de evaluación. El resultado de esta evaluación ha sido muy satisfactorio obteniéndose una buena aceptación del sistema tanto por parte del alumnado como del profesorado.

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Trends and Challenges of E-Assessment to Enhance Student Learning in Higher Education

Cited by 44 publications

References 45 publications

Pedagogical approaches for e‐assessment with authentication and authorship verification in Higher Education

Pedagogical approaches for e‐assessment with authentication and authorship verification in Higher Education

Teachers as Producers of Data Analytics: A Case Study of a Teacher-Focused Educational Data Science Program

Mejora de los procesos de evaluación mediante analítica visual del aprendizaje

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