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e-Assessment by Mind Map: e-Assessment
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Educational Principles

design assessment before designing content

choosing appropriate assessment for learning outcomes

e-assessment used to motivate learning

feedback to support learning and move learners forward

Feedback   facilitates the development of self-assessment and reflection in learning promotes peer and tutor dialogue around learning - sharing of understanding of what is required helps to clarify what good performance is - students become more aware of what the goals, criteria and expected standards are provides opportunities to close the gap between current and desired performance delivers high quality information to students about their learning - building in feedback to online content and delivering personalised online audio and video feedback encourages positive motivational beliefs and self-esteem provides information for teachers - helps to identify concepts and principles which students may be struggling to understand   Taken from Norton l. (2009) Assessing student learning. in Fry H, Ketteridge S, Marshall S. A Handbook for Teaching and Learning in Higher Education Enhancing Academic Practice 3rd edition

Regulatory Principles

Taken from the QCA 2007 publication, Regulatory Principles for e-Assessment

Validity & reliability of e-assessment


Data integrity input/output

Operation of e-assessment systems must be stable and reliable

Integrity - systems must be fully tested

Accessibility - disabled learners should not be disadvantaged

Usability - interfaces must user friendly

Business continuity/ disaster recovery

Automatically generated on demand tests

Test conditions & environment

System familiarisation for assessors

Adaptive testing

e-portfolio assessment



Accessibility for students with disabilities

Formative Assessment

Summative Assessment