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Overcoming the Barriers to the Adoption of e-Assessment

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Presentation delivered by Martyn Ware (SQA) at eAssessment Scotland 2010

Presentation delivered by Martyn Ware (SQA) at eAssessment Scotland 2010


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  • 1.
    • 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
  • 2. Overview
    • eAssessment as an aspect of quality
    • Understanding current use and issues
    • Providing guidance and support to address issues
  • 3. 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
  • 4. 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
  • 5. 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
  • 6. E-assessment sub-group - members
    • College quality managers
    • College e-learning practitioners
    • JISC
    • HMIe
    • SQA – e-assessment and quality reps
  • 7. 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
  • 8. 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
  • 9. 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
  • 10. 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
  • 11. 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
  • 12. 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
  • 13.
    • Thank you for your attention
    • [email_address]
  • 14.