Overview

Technology enhanced assessment (TEA) refers to the use of digital tools and platforms to support various stages of the assessment process including before, during, and after assessment submission. TEA can play a key role in supporting learning that is learner-centred and personalised.

Key Principles

  • Inclusivity - When using technology to support assessment, inclusivity is a key consideration. Strategies to support students who lack confidence/skills to use certain digital tools will need to be considered and alternative formats may be needed for those with additional learning requirements. Barriers such as internet access issues should also be taken into account when developing online assessment methods and support.
  • Authenticity - Technology can be used to create authentic simulations, case studies, or scenarios that allow students to develop digital literacy and skills which can be used in the workplace.
  • Appropriateness - Technology should be used to enhance learning and the development of relevant skills. It is important to ensure the technology being used is appropriate and its use reviewed in a periodic basis.
  • Integrity - Technology should be used by both tutors and students ethically and responsibly. Digital tools can be used to detect and prevention of academic misconduct, through similarity checkers, AI checkers (watch reliability) and exam proctoring software.

How Can Tutors Use Technology-Enhanced Assessment?

Technology can play a role in all stages of the assessment process, allowing tutors to enhance accessibility to assessment resources and feedback, and to evaluate outcomes. Click the sections below to discover how technology can be used within the assessment cycle.

Prior to submission
Preparation: Technology can be used to create and distribute assignment instructions, guidelines, and rubrics electronically, allowing for easy access and efficient dissemination.

Online Resources: Technology can be used to provide access to supplementary resources through the VLE to enhance students' understanding of the assignment topic.

Virtual Collaboration: Technology can be used to engaging students in virtual discussions, group work, or peer review activities through tools like online discussion boards, video conferencing, or collaborative document editing, to facilitate collaboration and knowledge sharing. It can also offer opportunities for co-creation of assessments.
At the point of submission
Online Submission: It is now common practice to use Turnitin and other platforms to upload assessment submissions.

Online Assessments: Examples of online formative and summative assessments include multiple-choice quizzes, podcasts, dialogic, interactive simulations, or multimedia presentations. For online examinations, remote proctoring software can be employed to monitor students to ensure academic integrity.
Post submission
Feedback and Evaluation: Digital tools such as Grademark enable tutors to provide feedback on student work electronically, including comments, annotations, or audio/video recordings. Technology can also be used to facilitate peer feedback, employer feedback (e.g. Portfolio competency sign off) and self-assessment.

Automated Grading: For simple assessments such as multiple-choice questions or programming exercises, technology can be used for automated grading.

Data Analysis: Technology can be used to collect and analyse assessment data, and student views, providing insights into student performance, identifying trends, and informing strategies for future improvement.

 

Further Reading

Advance HE (2019) Essential Frameworks for Enhancing Student Success. [online]. Available from https://www.advance-he.ac.uk/sites/default/files/2020-05/Transforming%20Assessment%20in%20Higher%20Education%20Framework.pdf

JISC (2020) Reimagining Digital Assessment in Higher Education. [online]. Available from: https://beta.jisc.ac.uk/guides/reimagining-digital-assessment-in-higher-education

 

 

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