1. A theoretical framework for e-assessment in higher education Pereira, A.1 Oliveira, I.1 Tinoca, L.2 1 LEaD, Universidade Aberta 2 InstituteofEducation, UniversityofLisbon

2. Context Pedagogical model for online education Bologna Process (European Commission,2008), challenged higher education to promote learning environments that are centered in the development of competences New assessment culture supported by edumetric criteria – assessment forlearning

5. New learning landscapes Languageandcommunication Four main types of metacompetences (Pereira et al., 2009): Problem solving Group work Metacognitive Fluency in ICT use

6. An edumetric approach to assessment A new assessment culture arose from the growing criticism of traditional testing methods relating to the unrealistic nature of the tests, the loss of faith in them as valid measures of learning, and an over-reliance on tests as the ultimate goal of the instruction process. (McDowell, 1995) Edumetricscriteria are recognized as more valid and fair for competence based assessment, given their emphasis in flexibility and authenticity, as well as their integration into the learning process valuing the formative function of assessment. (Dierick and Dochy, 2001) “assessment of learning”, as assessment focused on measurement and scaling, from “assessment for learning” as assessment meant for the students, through feedback, to understand their own learning processes and the goals that they intend to achieve. (Elwood and Klenowski, 2002)

7. The challenge of e-assessment “Confusionoftongues” “e-assessment occurs when there is an automated marking/response to student input on-screen in a test, informing on the process of answering a question and providing feedback to learners and their teachers through well-crafted advice and reports”. (Beevers, 2010) “e-assessment is sometimes used to refer solely to on-screen assessment but, in its broadest sense, can refer to all technology-enabled assessment activities”. (JISC, 2010)

8. e-assessment – our definition e-assessment refers to all technology-enabled assessment activities where the design and student activities (complete, present, submit) must be mediated by technologies. It is regarded as optional the format in which the instructor presents the assignment, as well as the way feedback is provided

9. Steps of an e-assessment strategy must be mediated by technologies

11. Improved learner engagement

12. Choice in the timing and location of assessments

13. Capture of wider skills and attributes

14. Efficient submission, marking, moderation and data storage

15. Consistent, accurate results

16. Increased opportunities for learners to act on feedback

18. Conceptual framework for e-assessment four dimensions identified as especially relevant for online contexts e-assessment

20. Authenticity Similarity – competecesneeded in real/professioanllife Complexity – cognitivechalenge Adequacy – adequateperformingconditions Significance – value for students, instructorsandemployers

21. Consistency This dimension emerges as an answer to the traditional demands for validity and reliability, associated with psychometric indicators. Instruction-assessmentalignment Relevantcriteria Competences-assessmentalignment Multipleindicators– assessmentmethods, contextsandassessors

22. Transparency Democratization – availabilityandparticipation Engagement – participation in thedefinitionofthelearninggoals Visibility – present/share processes and/orproducts Impact – effectonthelearningprocessandoncourse design

23. Practicability Cost– time, digital resources, training, … Efficiency Sustainability– implement and sustain the proposed assessment design, taking into account the learner profiles and the contextual constraints, both for the organizations and for the assessors

24. Discussion These dimensions are articulated, representing several degrees of reciprocal interdependence. The criteria, more than just illustratingthe different features of each dimension, allow for the operational description of each criterion stage of implementation, and so contribute to the evaluation of the achieved assessment strategy quality level.

25. Discussion What can bethecontributionsofe-assessmentfor theassessmentculture? How can e-assessmentbeused for internalimprovementandexternalaccreditation? From a research standpointshouldalldimensionsberegarded as equal?

26. Thank You! http://www.slideshare.net/luistinoca ltinoca@ie.ul.pt isolina@univ-ab.pt amp@univ-ab.pt @ssess – project financed through FCT (PTDC/CPE-CED/104373/2008)

27. new criteria particularly relevant for e-assessment adequacy to online contexts the distinction between instruction-assessment alignment and competences-assessment alignment democratization engagement visibility sustainability