E-assessment: How Technology Can Reshape uor assessment practices

1. E-assessment: How Technology Can
Reshape our Assessment Practices
Presented by:
Sara Amin
Senior English Language Instructor, FUE
MA TESOL, AUC

2. English Language Department 2
Outline
• The AFL paradigm
• E-assessment: Definition and Scope
• Potential of E-assessment
• Practical applications in teaching and learning
• Challenges

3. English Language Department 3
The AFL paradigm
AFL
Purpose
Formative
AssessmentHow

4. English Language Department 4
The AFL paradigm
Broadfoot et al. (2002, pp. 2–3) defined AFL as
‘‘the process of seeking and interpreting evidence for
use by learners and their teachers to decide where the
learners are in their learning, where they need to go
and how best to get there’’ (as cited in Wiliam, 2011)

5. 5English Language Department

6. English Language Department 6
E-assessment
Definition:
“ E-assessment refers to the use of technology to digitize, make
more efficient, redesign or transform assessment” – (Ripley,
2008, p.155)

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Scope of E-assessment
replicating paper-based
approaches to testing (CBA)
Students taking responsibility of their
own learning (CAA)

8. English Language Department 8
Potential of E-assessment:
Positive effect on
Ss. motivation
and performance
Enhances the validity of
assessment systems
Links learning and
assessment,
empowering the learner
Assessment of
HOTS
Rich diagnostic
information
Supports
personalization
Frees up teacher
time – large
group contexts
Flexible and easy
to use
Adapted from Ripley (2008)

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Potential of E-assessment:
“E-assessment in fact is much more than just an
alternative way of doing what we already do – It adds
value to our assessment practices.” (JISC, 2007)

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Practical Applications
A. Tools to use in class - Mobiles (handheld technology):
 develop and strengthen classroom questioning.
 No students can “hide” from the teacher by not responding.
 Assessment info is available for the immediate use in the
classroom and for later analysis.
 Kahoot (Free game-based learning platform)
 Socrative (student response system on mobiles)
English Language Department

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B. Tools to use outside class
 Using LMS (Moodle, BlackBoard, Edmodo)
 Web-tools like Tackk (Twitter-like experience)
 Google docs (Peer correction and feedback)
English Language Department
Practical Applications

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Evaluating online asynchronous interactions
English Language Department
Adapted from Nandi et al. (2012)

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Challenges:
• Allocating time for e-assessment-related skills development
• Ensuring the accessibility of e-assessments for diversity of
learners
• Achieving a best fit between e-assessment design, course
objectives and the needs of learners
• Developing confidence and expertise in a full range of e-
assessment approaches
• Assimilating changes in working practices
English Language Department
Adapted from JISC (2007)

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Final Quote
“Adopting E-assessment has more radical implications than just
changing the mode of assessment – it can challenge assumptions
about the way the education system is structured and change
patterns of work for staff and students.” (JISC, 2007)
English Language Department

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References
JISC (2007). Effective practice with e-assessment. Retrieved from this link
Nandi, D., Hamilton, M., Chang, S., & Balbo, S. (2012). Evaluating quality in
online asynchronous interactions between students and discussion
facilitators. Australasian Journal of Educational Technology, 28(4), 684-
702.
Ridgway, J., Mccusker, S., & Daniel Pead (2004). Literature Review of E-
assessment. Retrieved from this link
Ripley, M. (2008). Technology in the service of twenty-first century learning
and assessment. Unlocking Assessment: understanding for reflection and
application. Abingdon: Routledge, 154-72.
Wiliam, D. (2011). What is assessment for learning? Studies in Educational
Evaluation, 37(1), 3-14. doi:10.1016/j.stueduc.2011.03.001
English Language Department

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42. saraamin@aucegypt.edu