Chatzigavriil, Athina, Fernando, Tarini and Werner, Malte
(2015)
e-assessment practice at Russell Group Universities.
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The London School of Economics and Political Science, Learning Technology and Innovation, London, UK.
Abstract
The Learning Technology & Innovation (LTI) at the London School of Economics & Political Science (LSE) undertook a study on e-assessment practice across Russell Group universities in an effort to better understand the current e-assessment landscape and the various institutional factors affecting the degree of engagement with e-assessment practice. This report details the results of the online survey relating to all Russell Group universities while providing a focused analysis on LSE from a comparative perspective. The findings illustrate a wide degree of technology usage for e-assessment practice. While some universities make extensive use of technology throughout the assessment life-cycle from e-Submission to e-Return, others use it sparingly or have concentrated usage at a specific point in the life-cycle (e.g. early stage or mid-stage). Overall however, there is significant usage of basic platforms such as Moodle (or equivalent Virtual Learning Environments) and Turnitin. Furthermore, the study revealed the use of newer technologies such as table computing and student produced video for both formative and summative assessments, which may be seen to highlight an inclination toward innovative practice in e-assessment. From an institutional perspective, the findings suggest institutional culture and time constraints prove to be critical factors to enabling e-assessment development. While technical feasibility constitutes an important component of driving e-assessment practice, the results affirm the necessary behavioral and organizational change management components of enabling new and innovative process reforms. Most interestingly in this regard, the study suggests non-financial incentives are underexploited in motivating greater engagement with e-assessment. LSE’s experience and engagement with e-assessment is not uncommon in relation to other Russell Group universities, particularly with regards to the institutional factors that enable and constrain e-assessment development. However, significant improvements can be made with increasing the number of modules incorporating technology throughout the entire assessment life-cycle; while LSE uses technology throughout the entire assessment life-cycle for approximately 11% of all offered courses, the Russell Group average stands at 43.10%.
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