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Qualitative differences in academics’ conceptions of e-assessment

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posted on 2023-08-30, 15:27 authored by Mike Mimirinis
The paper reports the results of a phenomenographic study on academics' conceptions of e-assessment. A cohort of twenty-one academics from seventeen disciplines participated in semi-structured interviews exploring their experiences of using web-based technologies for formative and summative assessment purposes. Through iterative analysis of the interview transcripts, the study identified four qualitatively different ways in which academic teachers understand e-assessment; e-assessment was seen as a means of: (a) efficiently managing and streamlining the assessment process (b) facilitating dialogue and student engagement (c) enhancing student learning, and (d) developing (digital) identity and the community. Six interrelated dimensions of variation were also established: the benefit of e-assessment, the role of the assessing teacher, the role of the assessed student, the role of the medium, the purpose, quality and level of collaboration, and, finally, the relationship between e-assessment and teaching and learning. The results thematise how university teachers relate to technology-enabled assessment and represent incrementally expanding levels of agency within relatively recent, often hybrid assessment milieus. More importantly, the reported dimensions of variation can be utilised to inform which aspects of e-assessment warrant further attention for the improvement of formative and summative assessment design and practice.

History

Refereed

  • Yes

Volume

44

Issue number

2

Page range

233-248

Publication title

Assessment and Evaluation in Higher Education

ISSN

1469-297X

Publisher

Taylor & Francis

File version

  • Accepted version

Language

  • eng

Legacy posted date

2018-07-05

Legacy creation date

2018-07-05

Legacy Faculty/School/Department

ARCHIVED Faculty of Health, Social Care & Education (until September 2018)

Note

This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education available online: http://www.tandfonline.com/10.1080/02602938.2018.1493087.

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