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Validity and reliability of e-assessment
E-assessment and the use of technology must be fit for purpose and must not compromise learner achievement, testing only the knowledge and skills needed to achieve the qualification comparable with other assessment methodologies that are not technology based.
E-assessment systems must maintain the integrity and validity of the assessment process...
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E-assessment is a small but growing feature of the UK exams and qualifications scene. The consensus statement is the output of a collaboration between researchers and e-assessment managers from the UK qualifications regulators and GCSE and GCE awarding bodies, who have worked together in an e-assessment Technical Working Group (e-aTWG).
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OCR (Oxford Cambridge and RSA Examinations) is one of the leading UK awarding bodies and is committed to providing a wide range of general and vocational qualifications that engage learners of all ages. The organisation is dedicated to developing e-assessment across its qualification offer and sees e-assessment and the use of e-portfolios as becoming fundamental in a modern education system.
- E-assessment is more interactive than paper based systems and allows for greater manipulation of data on screen including the use of digital video and audio files.
- Over the years e-assessment has progressed to the development of computer mediated solutions which include online marking, e-testing and the use of digital evidence and e-portfolios.
- OCR’s key focus for e-assessment reflects many of the regulatory principles for e-assessment, namely accessibility, data security, validity and reliability of assessments.
- The biggest challenge is to move more towards on demand assessment.
- Currently success can be demonstrated through the provision of keyskills and basic skills with an average of 85,000 candidates per year taking online assessments.
- E-assessment in GCSEs remains optional but is accessible across the OCR GCSE offer. The e-repository is widely available across most of the GCSEs – it is an eportfolio which allows the acceptance of digital evidence.
- OCR have carried out research into the comparability between digital and paper based portfolio evidence and found that there was a broad equivalence between the two forms when evidencing the same criteria.
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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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