Test conditions and enviroment
Awarding bodies must give appropriate guidance to centres in the operation of e-testing. Centres must manage a secure test environment. Where there is on demand testing they should ensure that the security of the assessment is not compromised by the level of candidate use.
Awarding Bodies must ensure that their centres have policies in place that address the need to manage a secure test environment in relation to the use of technology for assessment
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E-testing is a rapidly growing area of e-assessment involving the delivery of examinations and assessments on screen, either using local systems or web-based systems.
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NCFE is one of the UK’s fastest growing national awarding bodies, designing and awarding qualifications that are nationally recognised to meet the needs of learners and employers.
NCFE provides a wide range of national qualifications at different levels and in a variety of subject areas including NVQs, Key skills, Basic skills, Functional skills and Entry level
qualifications. Their history of vocational awards spans 150 years from the founding organisation Northern Union of Mechanics’ Institute (NUMI) established in 1848, to the present day awarding organisation NCFE.
NCFE is committed to developing e-assessment across its qualification offer. Currently it operates an online software system called online assessment which allows its centres to deliver multiple choice question papers securely online.
- NCFE feels that IT is used more and more as part of daily life that it’s now a ‘natural’ way to assess candidates.
- The ability to improve services for centres is a key factor and the online assessment tool allows centres to schedule and manage candidate assessments independently and remotely in a secure environment.
- NCFE has published a number of online resources in the form of guidance manuals and online tutorials to support centres. The online assessment software is also available to be downloaded as well as customer help and technical assistance via the telephone.
- Accessibility is probably the main other key focus. NCFE must ensure that centres have the systems and procedures in place to support the use of online assessment and to be able to support them when they have candidates that may not be able to access the system. The online testing currently allows for reasonable time adjustments to be made for candidates who may have particular needs in terms of accessibility.
- The use of multiple choice questions may present some constraints especially with on-demand testing and ensuring that item banks are sufficient to deal with this without creating unfair advantages. NCFE operates a test allocation system that automatically allocates to individual candidates a test that they have not sat before.
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EDI is an accredited Awarding Organisation and leading international education company with a wide range of products and services including vocational and professional qualifications both within the UK and internationally through LCCI. EDI has a strong vocational offer with centres across private training providers and colleges of further education. Increasingly they are becoming involved with schools and 14-19 provision and provide a number of technology based solutions which operate on an administrative and full assessment level.
- EDI provides a number of technology based solutions which operate on an administrative and full assessment level.
- GOAL online assessment solution is used in schools to provide interactive and multiple choice online assessments.
- eNVQ is EDI’s web-based electronic portfolio system which allows employers, candidates, assessors and verifiers to load evidence into a multimedia portfolio which can be accessed and managed remotely at any time.
- The key focus for EDI in introducing e-assessment is improving the service to customers without disrupting what they already do.
- Accessibility is also an area of focus especially with the introduction of the new equality act in 2010. EDI has to meet the legislative requirements so that accessibility does not become an issue for e-assessment activities.
- As more schools consider the wider opportunities presented by Foundation Learning, Functional Skills and the specialised Diplomas, they are becoming more aware of the range of possibilities for personalising the curriculum. As an awarding body, EDI needs to respond by ensuring that e-assessment is built into its qualifications.
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Cambridge Assessment is the University’s international exams group, comprising three exam boards as well as the largest educational research capability of its kind. It plays a leading role in researching, developing and delivering educational assessment to eight million learners in over 150 countries every year. Established in 1858, Cambridge Assessment is an integral part of education and training worldwide, and constantly seek out new technologies and share best practice that will benefit learners and education systems.
Cambridge Assessment has over 20 years experience in researching the development of e-assessment solutions and is fully committed to the development of e-assessment options across its qualification offer. Concepts including virtual learning environments, on-screen testing and marking systems and electronic portfolios have now become integral in modern education, helping to drive personalised learning.
Cambridge Assessment’s three exam boards are;
OCR (Oxford Cambridge and RSA Examinations)
Cambridge ESOL (English for Speakers of Other Languages)
University of Cambridge International Examinations (CIE)
- Cambridge Assessment provide a number of technology based solutions with assessment techniques ranging from on screen testing to the use of e-portfolios for storage of digital performance based evidence.
- Cambridge Assessment also make wide use of computer mediated solutions which include online marking and moderation of digital evidence within e-portfolios
- Service improvement has always been a key factor in introducing e-assessment, the ability in general, to improve turnaround time for assessments and results.
- Changing learner expectation presents interesting challenges in terms of e-assessment; whilst potential learner activity doesn’t force change it does put an obligation on AOs and the education system to become increasingly sensitive to this and the use of technology in generating evidence of achievement.
- High quality content is still arguably the most critical element to ensure authenticity of the assessment but adequate skills and infrastructure play an equally vital role in ensuring the success of e-assessment ventures
- E-assessment provides two key innovation opportunities: to assess things differently (in new ways using new techniques), and to assess different things (to access previously ignored domains and concepts).
- Accessibility is about ensuring the learner is given valid opportunities to access the ‘assessment’ – not necessarily the technology used alone without any additional assistance – and therefore ensuring the learner is not disadvantaged
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