Overcoming the Barriers to the Adoption of e-Assessment

eAssessment as part of
quality enhancement
Overcoming the Barriers to the
Introduction of eAssessment
Martyn Ware Head of eAssessment and Learning E-assessment Scotland, Dundee, Friday 3 September 2010

Overview
eAssessment as an aspect of quality
Understanding current use and issues
Providing guidance and support to address issues

Context – a new model of quality
‘….there is scope to build a different relationship with colleges which may be more supportive and developmental with the sector ensuring that as a shared fundamental principle, our assessment and quality assurance procedures complement the learning and teaching experience.’
SQA, September 2009

Context – a new model of quality
‘….there is scope to build a different relationship with colleges which may be more supportive and developmental with the sector ensuring that as a shared fundamental principle, our assessment and quality assurance procedures complement the learning and teaching experience .’
SQA, September 2009

Objectives of work
Identify areas of SQA’s quality assurance that inhibit use of e-assessment in colleges
Identify main quality gains from use of e-assessment
Identify areas for further development to enhance use of e-assessment

E-assessment sub-group - members
College quality managers
College e-learning practitioners
JISC
HMIe
SQA – e-assessment and quality reps

Stage 1 – What are the main issues?
Running e-assessment
Quality enhancement
Confidence in e-tests amongst staff
Confidence in robustness of systems
Access to and use of e-assessment platforms
Access, inclusion and equality
Writing high quality e-assessment items
Making use of data from e-assessment
Other electronic tools
Using e-portfolios

Stage 2 – Consultation with colleges
Online survey
Gathered information on use of e-assessment, quality gains and issues
Aimed at users and non-users of e-assessment
Nominations sought for respondents
157 responses received
Responding colleges and types of respondent not recorded
Parallel exercise with EVs

Stage 3 - Survey findings – use of e-assessment
Wide range of e-assessment approaches in use
On-screen assessment and VLEs most common
Range of other approaches being explored

Stage 3 – Quality gains and issues
Issues
Centres’ IT capacity
Staff IT skills and knowledge
SQA issues
IT security issues
Learners’ IT skills and knowledge
Quality gains
Faster turnaround of results
Assessment on demand
Learner engagement
Separation of teaching and assessment
Learners comfort with e-assessment

Stage 3 – Confirmation of main issues
Running e-assessment
Quality enhancement
Confidence in e-tests amongst staff
Confidence in robustness of systems
Learner access to and use of e-assessment platforms
Access, inclusion and equality
Writing high quality e-assessment items
Making use of data from e-assessment
Other electronic tools
Using e-portfolios

Stage 4 – Next steps
Prioritise issues
Identify authoritative existing guidance
Develop new guidance where necessary
Encourage sharing of practice and experience
Case studies
All guidance accessible from a central point
Developmental work with EVs

Thank you for your attention
[email_address]

http://www.e-assessment-scotland.org	483
http://www.rsc-ne-scotland.org.uk	22
http://rsccurriculummatters.blogspot.com	6

Overcoming the Barriers to the Adoption of e-Assessment

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