E assessment

E Assessment
Muhammad Ayoob Babar
Reg. No. 140-FSS/PHDEDU/F17
Department Of Education
International Islamic University, Islamabad

Contents
1. Objectives
2. Background
3. Introduction
4. Methods of Assessment
5. Why using E assessment
6. Advantages of E assessment

Cont…
7. Disadvantages of E assessment
8. Resources and Approaches of E assessment
9. E assessment in Pakistan
10. Conclusion
References

Objectives
The purpose of this study is to
Provide insight into the origin and
evolution
 key concepts of assessment
some of the ways in which technology
and e-Learning use for assessment.

Background
Assessment is not new to academic
circles, with the roots of the current
movement dating back over two decades
(Martell & Calderon, 2005).

Cont…
According to Pearson, Vyas, Sensale, and Kim
(2001), assessment of student learning has
been gaining and losing popularity for well
over 150 years

Cont…
assessment first emerged in America in
the 1840’s, when an early pioneer of
assessment, Horace Mann, used
standardized written examinations to
measure learning in Massachusetts
(Pearson et al., 2001).

Cont..
The scientific movement of the 1920’s
propelled the use of large-scale testing as a
means of assessing learning (Audette, 2005).

Cont..
The 1960’s saw further support of standardized
testing when the National Assessment of
Educational Progress was formed, which
produced the Nation’s Report Card (Linn,
2002).

Introduction
According to Martell and Calderon
(2005), assessment is an ongoing process
that involves
• planning,
• discussion,
• consensus building,

Cont..
• reflection,
• measuring,
• analyzing, and
• improving based on the data and artifacts
gathered about a learning objective

Cont..
Jordan (2013) provides a wider definition and
says that it includes the use of a computer for
assessment activities, whether they be
summative, formative or diagnostic.

Cont..
• changes in the approaches to teaching and
learning in higher education
• MOOCs
• flipped classroom approaches,
• introduction of informal learning spaces,
• expectation of more flexible modes of delivery.
(Guàrdia, in press).

Methods Of Assessment
1. Diagnostic assessment
Diagnostic teaching is the process of
• diagnosing student abilities,
• needs and objectives, and
• prescribing requisite learning activities.

2. Formative assessment
Formative assessment occurs
• during a course, and
• provides feedback to students to help
them improve their performance

2. Summative assessment
Summative assessment occurs
• after completion of a course, and
• provides grades that indicate
performance of students

Why using E assessment
E−Assessment can act as a catalyst for
rethinking the whole curriculum, as well
as current assessment systems (Ridgway
&McCuster, 2003).

Cont..
Bull and McKenna (2004) suggest a
number of reasons to use e assessment
1. To increase the frequency of assessment,
thereby:
a. motivating students to learn,
b. Encouraging students to practice skills.

Cont..
2. To broaden the range of knowledge assessed.
3. To increase feedback to students and lecturers.
4. To extend the range of assessment methods.
5. To increase objectivity and consistency.
6. To decrease marking loads.
7. to aid administrative efficiency.

Advantages of E Assessment
Using information technology in e-learning strategies
provide
 an effective way of assessing both teaching and
learning through supporting traditional ways of
assessment,
 yields rich data that will help educators to further
understand both teaching and learning (Boyle and
Hutchinson 2002)

Cont..
 E-assessment offers a range of potential
opportunities and advantages for teachers,
students and institutions.
1. Efficiency
Timeliness, Flexible delivery, automatic
processing responses, Effective storage results
and grades.

Cont..
2. Effectiveness
Immediate feedback Analysis of question validity, New
question types.
3. Authenticity
Access to people and resources, Can be designed to
simulate real world, can set complex tasks.
4. Engagement
Multimodal formats, Can use virtual worlds, Can use
self and peer review.

Disadvantages of E assessment
The main disadvantages associated with e-assessment
are:
 It provides a greater opportunity for those being
assessed to cheat. (Prakash and Saini)
 It does not accommodate different types of students
in terms of their ability; (Prakash and Saini)

Cont..
 some students may have writing skills and other
students may be more creative or good at
problem solving.
 Teaching staff required technical expertise due to
an increase in the use of technology in teaching
and learning. (Dika et al)

Resources and Approaches
S. No. Animations Click to move objects
1 Blog Journals, video logs
2 Cloze Fill in key words blanks, can be
used for assertion reasoning
3
Discussion
Discussion forum, can be group of
individual activity

4 Free text Short or extended text responses
5 Hot spot Use mouse to click on relevant spot
on screen
6 Matrix Select one or more responses from
list or table
7 MCQ Select option from list, can be true
or false, yes or no options
8 Ordering Arrange options according to
specific order

9 Pull down Select options from a pull down
list
10 Role play Reflect on options
11 Self or peer
review
Review and critique or that of
others
12 Simulation Interactive application used to
generate results
13 Virtual world 3D digital representation of world

E assessment in Pakistan
The use of e-assessment in Pakistan are
currently limited
 The Virtual University of Pakistan, the
National Testing Services in Pakistan, Allama
Iqbal Open University (AIOU), using e-
assessment in different academic programs.

Cont..
 The wider use of e-assessment systems clearly depends
on the identification of solutions to the technical and
procedural hurdles that threaten their stability.
 In order to develop better and strong e-assessments, a
checklist of e-assessment procedures is required to
anticipate these problems, and to advise institutional
policy, assessment, security and authentication
procedures.

Cont..
E assessment procedure checklist
Pre-
Assessment
Policies, rules and
procedures
Institutional
interfaces
Assessment objects
Assessment
software
Security measures
Assessment
Assessment
generation
Assessment
administration
Student
authentication
Assessment
capturing
Post-
Assessment
Marking and grading
Results certification
Post-assessment
audit
Assessment analysis
Assessment
feedback

Conclusion
 The importance of E-assessment is not only for
student outcomes assessment but also the critical
role that technology and e-learning strategies can
play in an overall assessment program.

 With the increasingly dependent and vital role
that technology plays in human productivity
and knowledge acquisition it stands to reason
that technology needs to play an important role
in our efforts to evaluate instruction and
learning outcomes, as well as drive the
decision making that seeks to enhance
educational effectiveness

Cont..
 technology play an important role in our efforts to
evaluate instruction and learning outcomes, as well as
drive the decision making that seeks to enhance
educational effectiveness.

References
• Audette, B. (2005). Beyond curriculum alignment: How one high school is
using student assessment data to drive curriculum and instruction decision
making. Retrieved 1/15/06 from:
http://www.nesinc.com/PDFs/2005_07Audette.pdf
• Bennett, R. E. (2002). Inexorable and inevitable: The continuing story of
technology and assessment. Journal of Technology, Learning, and
Assessment, 1 (1). Available at http://www.jtla.org
• Clements, M. D., & Cord, B. A. (2013). Assessment guiding learning:
developing graduate qualities in an experiential learning programme.
Assessment and Evaluation in Higher Education, 38(1), 114–124.
• Ewell, P. & Steen, L. A. (2006). The four A’s: Accountability, accreditation,
assessment, and articulation. The Mathematical Association of America.
Retrieved 3/13/06 from http://www.maa.org/features/fouras.html

• Guàrdia, L., Crisp, G., & Alsina, I. Trends and challenges of e-assessment to
enhance student learning in Higher Education. In Cano, E., & Ion, G. (Eds.),
Innovative Practices for Higher Education Assessment and Measurement
(pp. xx-xx). Hershey PA, (USA): IGI Global. (in press)
• Linn, R. (2002) Assessment and accountability. Educational Researcher, 29
(2), 4-16).
• S. Jordan, "E-assessment: Past, present and future," New Directions, vol. 9,
pp. 87-106, 2013.
• Kruger, D. W., & Heisser, M. L. (1987). Student outcomes assessment:
What institutions stand to gain. In D.F. Halpern (Ed.), Student outcomes
assessment: What institutions stand to gain. New Directions for Higher
Education (pp. 45-56). San Francisco: Jossey-Bass
• Kuh, G. D., Jankowski, N., Ikenberry, S. O., & Kinzie, J. (2014). Knowing
What Students Know and Can Do: The Current State of Student Learning
Outcomes Assessment in US Colleges and Universities. Urbana: University
of Illinois and Indiana University, National Institute for Learning Outcomes
Assessment (NILOA).

• Martell, K., & Calderon, T. (2005). Assessment of student learning in
business schools: What it is, where we are, and where we need to go
next. In K. Martell & T. Calderon, Assessment of student learning in
business schools: Best practices each step of the way (Vol. 1, No. 1, pp.
1-22). Tallahassee, Florida: Association for Institutional Research.
• Mora, M. C., Sancho-Bru, J. L., Iserte, J. L., & Sánchez, F. T. (2012).
An e-assessment approach for evaluation in engineering overcrowded
groups. Computers and Education, 59, 732–740.
• Mueller, J. (2014). Authentic assessment toolbox. North Central
College, Naperville. Retrieved from: http://jfmueller.
faculty.noctrl.edu/toolbox/whydoit.htm
• Orlich, Harder, Callahan & Gibson. (2004) Teaching strategies: A guide
to better instruction. New York: Houghton Mifflin.
• Pearson, D., Vyas, S., Sensale, LM, & Kim, Y. (2001). Making our way
through the assessment and accountability maze: Where do we go now?
The Clearing House, 74 (4), 175-191.

• R. Stowell and R. Lamshed, "E-assessment guidelines and case
studies," Interim Report, Australian Flexible Learning Framework
and National Quality Council, 2011.
• Urciuoli, B. (2005). The language of higher education assessment:
Legislative concerns in a global context. Indiana Journal of Global
Legal Studies, 12 (1), 183-204.
•
• Vendlinski, T., & Stevens, R. (2002). Assessing student problem-
solving skills with complex computer based tasks. Journal of
Technology, Learning, and Assessment, 1 (3). Available at
http://escholarship.bc.edu/jtla/vol1/3]

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