Extracted Annotations (2020-08-29, 8:34:59 p.m.)
"Assessment is crucial to the educational process. Done properly, it drives improvement, shapes learner behaviour and provides accountability to employers and others." (JISC 2020:6)
"It can also be a source of dissatisfaction, frustration and anxiety. Does it assess the right things? Is it getting the best from learners? Does it take place at the right points in the learning journey? Is it susceptible to cheating? Does it involve a sustainable workload?" (JISC 2020:6)
"We argue that universities and colleges could use technology to transform assessment by making it more: Authentic: preparing the learner for what they are going to do next, meeting employer needs and testing knowledge and skills in a more realistic, contextualised and motivating way. Accessible: designed throughout to be usable by everyone to the greatest possible extent, including those who have a long-term disability, a short-term injury or a mental health challenge. Appropriately automated: easing teachers' marking and feedback workload, and providing quicker, more detailed and more actionable feedback for students. Continuous: rich in practice opportunities and reflecting the fact that students today need to be capable of lifelong learning, to adapt to changes in the world of work and across their lives rather than succeeding at one highstakes, high-stress exam. Secure: ensuring that the right student is taking the right assessment and that the work they are submitting is their own and abides by the rules." (JISC 2020:7)
"However, in the Jisc digital experience insights survey 2019, only 34% of HE teaching staff and 36% of FE teaching staff said they were offered regular opportunities to develop their digital skills and only 13% and 15% were given time and support to innovate2" (JISC 2020:7)
FE - Further education (note on p.7)
"Some European universities are using technologies far more than their UK counterparts3 and are sending very strong messages about constructive alignment: if you digitise teaching and learning, you need to digitise assessment and vice versa. Digital technologies offer the possibility of making assessment more authentic and less burdensome for all involved." (JISC 2020:7)
"3 Newcastle University is understood to be one of the institutions conducting the most digital exams of any UK HEI, with about 10% of exams (around 170 exams involving 15,000 students) being digital in 2018. In the Netherlands and Norway a number of institutions are close to exams being 100% digital." (JISC 2020:7)
"Authentic assessment lets the learner express themselves in ways which feel natural to them and prepares them for what they are going to do next. Technology offers opportunities to test knowledge and skills in a more realistic and motivating way than pen and paper tests, which can appear irrelevant outside the academic world. More authentic assessment also encourages the learner to integrate knowledge and skills, and act on knowledge. It develops deeper, more integrative personal learning and knowing." (JISC 2020:9)
"Principle one: Authentic assessment" (JISC 2020:9)
"Crucially, assessment design encompasses the process as well as the end-product, giving students experience of working in teams and in ways they are likely to meet in industry" (JISC 2020:9)
"How is technology being used?" (JISC 2020:10)
"Peer and self assessment PeerWise (https://peerwise.cs.auckland.ac.nz) is a free tool used by many universities to allow students to create questions for formative peer testing. Recent research5 shows that while writing questions helps student performance, it is even more enhanced when they also comment on posts by other students.." (JISC 2020:10)
"5 Duret, D., Christley, R., Denny, P., and Senior, A. (2018) Collaborative learning with PeerWise. Research in Learning Technology, 26. https://doi.org/10.25304/rlt.v26.1979" (JISC 2020:10)
"Principle two: Accessible assessment" (JISC 2020:12)
"Accessibility needs to be viewed in the very broadest sense and designed into assessment practice from the outset. In practice, many institutions are still at the stage of 'retrofitting' accessibility by taking a non-accessible assessment and providing adaptations to meet the needs of students with specific disabilities. However, any student with a sports injury or a short-term illness affecting their vision or hearing may have exactly the same needs as a learner with a longer-term disability" (JISC 2020:12)
"How is technology being used?" (JISC 2020:12)
"Principle three: Appropriately automated assessment" (JISC 2020:14)