د/ايمان زغلول قاسم

استاذ تكنولوجيا التعليم المساعد بكلية التربية بالزلفي

e-Assessment2

From Assessment to e-Assessment
Technology can add value to assessment practice in a multitude of ways. The term e-assessment is a broadly-based one, covering a range of activities in which digital technologies are used in assessment. Such activities include the designing and delivery of assessments, marking – by computers, or humans assisted by scanners and online tools – and all processes of reporting, storing and transferring of data associated with public and internal assessments.
If used with skill and imagination, e-assessment can increase the range of what is tested. It can provide evidence of both cognitive and skills-based achievements in ways that are durable and transferable. It can enhance the validity of assessment systems and encourage deeper learning.
e-Assessment4, in fact, is much more than just an alternative way of doing what we already do. A growing body of evidence indicates that well-designed and well-deployed diagnostic and formative assessments can foster more effective learning for a wider diversity of learners. Assessment is perhaps the best way of identifying the support needs of learners and can instill a desire to further progress if linked to appropriate resources, good quality, timely feedback, and to challenging but stimulating ways of demonstrating understanding and skills. Effective use of technology can make significant contributions here.
Additionally, e-Assessment can support personalisation. Any time, anywhere assessments benefit learners for whom a traditional assessment regime presents difficulties due to distance, disability, illness, or work commitments. On-demand summative assessments, when available, increase participation in learning by enabling learners to advance at a pace and in a way appropriate to them.
Furthermore, some forms of e-assessment may be used at each of the three stages at
4 The glossary at the end of the report defines this term.
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which a learner’s attainment and progress come under review:
 Diagnostic – assessment of a learner’s knowledge and skills at the outset of a course.
 Formative – assessment that provides developmental feedback to a learner on his or her current understanding and skills. Formative assessment can also be described as ‘assessment for learning’ since an assessment that is entered into voluntarily, and on which no final qualification depends, can prompt learners to adjust their own performance.
 Summative – the final assessment of a learner’s achievement, usually leading to a formal qualification or certification of a skill. Summative assessment is also referred to as assessment of learning.
Assessment of any kind can be referred to as low, medium or high stakes (McMurrer, 2007), as mentioned above:
 A low-stakes assessment is usually formative, with results recorded locally.
 A medium-stakes assessment is one in which results may be recorded locally and nationally, but is not life changing

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