<ul><li>eAssessment as part of  </li></ul><ul><li>quality enhancement </li></ul><ul><li>Overcoming the Barriers to the  </...
Overview <ul><li>eAssessment as an aspect of quality </li></ul><ul><li>Understanding current use and issues </li></ul><ul>...
Context – a new model of quality <ul><li>‘….there is scope to build a different relationship with colleges which may be mo...
Context – a new model of quality <ul><li>‘….there is scope to build a  different relationship  with colleges which may be ...
Objectives of work <ul><li>Identify areas of SQA’s quality assurance that inhibit use of e-assessment in colleges </li></u...
E-assessment sub-group - members <ul><li>College quality managers </li></ul><ul><li>College e-learning practitioners </li>...
Stage 1 – What are the main issues? <ul><li>Running e-assessment </li></ul><ul><li>Quality enhancement </li></ul><ul><li>C...
Stage 2 – Consultation with colleges <ul><li>Online survey </li></ul><ul><li>Gathered information on use of e-assessment, ...
Stage 3 - Survey findings – use of  e-assessment <ul><li>Wide range of e-assessment approaches in use </li></ul><ul><li>On...
Stage 3 – Quality gains and issues  <ul><li>Issues  </li></ul><ul><li>Centres’ IT capacity </li></ul><ul><li>Staff IT skil...
Stage 3 – Confirmation of main issues <ul><li>Running e-assessment </li></ul><ul><li>Quality enhancement </li></ul><ul><li...
Stage 4 – Next steps <ul><li>Prioritise issues  </li></ul><ul><li>Identify authoritative existing guidance  </li></ul><ul>...
<ul><li>Thank you for your attention </li></ul><ul><li>[email_address] </li></ul>
 
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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

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Overcoming the Barriers to the Adoption of e-Assessment

  1. 1. <ul><li>eAssessment as part of </li></ul><ul><li>quality enhancement </li></ul><ul><li>Overcoming the Barriers to the </li></ul><ul><li>Introduction of eAssessment </li></ul>Martyn Ware Head of eAssessment and Learning E-assessment Scotland, Dundee, Friday 3 September 2010
  2. 2. Overview <ul><li>eAssessment as an aspect of quality </li></ul><ul><li>Understanding current use and issues </li></ul><ul><li>Providing guidance and support to address issues </li></ul>
  3. 3. Context – a new model of quality <ul><li>‘….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.’ </li></ul><ul><li>SQA, September 2009 </li></ul>
  4. 4. Context – a new model of quality <ul><li>‘….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 .’ </li></ul><ul><li>SQA, September 2009 </li></ul>
  5. 5. Objectives of work <ul><li>Identify areas of SQA’s quality assurance that inhibit use of e-assessment in colleges </li></ul><ul><li>Identify main quality gains from use of e-assessment </li></ul><ul><li>Identify areas for further development to enhance use of e-assessment </li></ul>
  6. 6. E-assessment sub-group - members <ul><li>College quality managers </li></ul><ul><li>College e-learning practitioners </li></ul><ul><li>JISC </li></ul><ul><li>HMIe </li></ul><ul><li>SQA – e-assessment and quality reps </li></ul>
  7. 7. Stage 1 – What are the main issues? <ul><li>Running e-assessment </li></ul><ul><li>Quality enhancement </li></ul><ul><li>Confidence in e-tests amongst staff </li></ul><ul><li>Confidence in robustness of systems </li></ul><ul><li>Access to and use of e-assessment platforms </li></ul><ul><li>Access, inclusion and equality </li></ul><ul><li>Writing high quality e-assessment items </li></ul><ul><li>Making use of data from e-assessment </li></ul><ul><li>Other electronic tools </li></ul><ul><li>Using e-portfolios </li></ul>
  8. 8. Stage 2 – Consultation with colleges <ul><li>Online survey </li></ul><ul><li>Gathered information on use of e-assessment, quality gains and issues </li></ul><ul><li>Aimed at users and non-users of e-assessment </li></ul><ul><li>Nominations sought for respondents </li></ul><ul><li>157 responses received </li></ul><ul><li>Responding colleges and types of respondent not recorded </li></ul><ul><li>Parallel exercise with EVs </li></ul>
  9. 9. Stage 3 - Survey findings – use of e-assessment <ul><li>Wide range of e-assessment approaches in use </li></ul><ul><li>On-screen assessment and VLEs most common </li></ul><ul><li>Range of other approaches being explored </li></ul>
  10. 10. Stage 3 – Quality gains and issues <ul><li>Issues </li></ul><ul><li>Centres’ IT capacity </li></ul><ul><li>Staff IT skills and knowledge </li></ul><ul><li>SQA issues </li></ul><ul><li>IT security issues </li></ul><ul><li>Learners’ IT skills and knowledge </li></ul><ul><li>Quality gains </li></ul><ul><li>Faster turnaround of results </li></ul><ul><li>Assessment on demand </li></ul><ul><li>Learner engagement </li></ul><ul><li>Separation of teaching and assessment </li></ul><ul><li>Learners comfort with e-assessment </li></ul>
  11. 11. Stage 3 – Confirmation of main issues <ul><li>Running e-assessment </li></ul><ul><li>Quality enhancement </li></ul><ul><li>Confidence in e-tests amongst staff </li></ul><ul><li>Confidence in robustness of systems </li></ul><ul><li>Learner access to and use of e-assessment platforms </li></ul><ul><li>Access, inclusion and equality </li></ul><ul><li>Writing high quality e-assessment items </li></ul><ul><li>Making use of data from e-assessment </li></ul><ul><li>Other electronic tools </li></ul><ul><li>Using e-portfolios </li></ul>
  12. 12. Stage 4 – Next steps <ul><li>Prioritise issues </li></ul><ul><li>Identify authoritative existing guidance </li></ul><ul><li>Develop new guidance where necessary </li></ul><ul><li>Encourage sharing of practice and experience </li></ul><ul><li>Case studies </li></ul><ul><li>All guidance accessible from a central point </li></ul><ul><li>Developmental work with EVs </li></ul>
  13. 13. <ul><li>Thank you for your attention </li></ul><ul><li>[email_address] </li></ul>

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