JISC

Overview

The project aims to develop a domain map for formative e-assessment based on a brief review of relevant literature in the field of formative assessment and e-assessment as well as an analysis of aspects of prevailing assessment practice in technology-enhanced post-16 contexts nationally and beyond. Project outcomes will include a set of recommendations, a brief literature review as well as a set of case studies of existing practice in formative e-assessment. On the basis of the case studies the project will delineate a set of key processes involved in effective formative (e-) assessment practice as well as a small number of technical requirements for formative assessment systems, components and processes.

Aims and objectives

• develop an overall domain map for formative e-assessment,
• briefly summarise the most significant research findings in relation to formative assessment,
• briefly summarise the growing work on e-assessment,
• analyse aspects of prevailing assessment practice in technology-enhanced post-16 contexts (excluding e-portfolios),
• compile 5 case studies of existing practice in formative e-assessment in a diverse range settings and analyse them,
• delineate a set of key processes involved in effective formative (e-) assessment practice, and
• provide a small number of detailed technical requirements for formative assessment systems, components and processes taking account of the above

Project methodology

The project adopts a mixed approach in which conceptual and theoretical frameworks from the literature are brought into a fruitful relationship with patterns emerging from practice. Examples of interesting formative e-assessment practice from across HE and FE, as well as work-based learning and school-based contexts are identified, and, using a design patterns methodology (for details, see the project Wiki), it is analysed and distilled into case studies. The work on the cases takes place face to face with practitioners during so-called Practical Enquiry Days (PEDs). Opportunity sampling is used. The main emphasis is on the case studies illustrating pertinent features rather than providing a representative sample or exemplifying particular theoretical perspectives. Concurrently process models on which future software and tool design could be based are identified.

Anticipated outputs and outcomes

A description of current proven practice in formative e-assessment in the form of a set of 5 case studies. A small number of process design patterns. A concise final report that outlines a vision for formative e-assessment on the basis of a literature review, the case studies and process design patterns.