Papers - special journal issue on e-Assessment

RUSC. Universities and Knowledge Society Journal ISSN 1698 580X

Note: "Universities and Knowledge Society Journal" -> renamed "International Journal of Edcuational Technology in Higher Edcuation"

Still open access.

Aricles Published (2016)

You can now read the first articles from the special issue.

Theme "Using e-Assessment to enhance student learning and evidence learning outcomes"

Guest editors

  • Geoffrey Crisp. RMIT University, Melbourne, Australia.
  • Lourdes Guàrdia. Open University of Catalonia (UOC), Barcelona, Spain.
  • Mathew Hillier. University of Queensland, Brisbane, Australia.

Historical Information Follows.

Due Dates

  • Submission deadline: 15 September 2015
  • Articles to be published: April 2016

Theme

With the continued growth of online learning has come increased focus on what constitutes best practices in online teaching and assessment. Technology-enhanced assessment refers to the diverse ways in which information and communication technologies (ICT) can be used to support assessment and feedback. E-Assessment covers a broad range of assessment activities involving the use of ICT and digital devices to support the design and delivery of tasks, and to report student assessment outcomes, feedback and grades. Despite the significant amount of literature on assessment, there is little available specifically on e-Assessment. Teachers will need to be able to teach and assess effectively in the digital world since this relatively new learning environment offers many opportunities to engage students in authentic assessment activities. Aligning formats for assessment tasks with formats for the new learning environments is a critical aspect. E-Assessment covers a wide range of activities, from simple computer-marked multiple-choice questions, through to elaborate role-plays, interactive simulations and online scenarios. We need to review not only the new opportunities but also the ability of e-Assessment to provide appropriate evidence of higher-level learning. E-Assessment also provides significant opportunities to engage learners in new and timely forms of feedback that can influence both current and future learning.

Focus areas

We are interested in receiving research articles on various aspects of e-Assessment from all sectors of education, from anywhere in the world, in line with the subject areas including:

  • The assessment of interpersonal and other generic competencies (how can we assess cross-disciplinary competencies in a programme?)
  • How can we assess wicked competencies (complex competencies)?
  • E-Assessment in quantitative and qualitative subjects (are there variations in assessment approaches in different subjects?)
  • Assessment of synchronous and asynchronous communication
  • E-Assessment of experience-based learning (placements and projects in industry, recognition of professional experience)
  • E-Assessment in games, role plays, scenario-based activities
  • E-Assessment and social networks
  • E-Feedback (personalised e-feedback, automated digital feedback, feedback for current and future learning)
  • Professional development for teachers in e-Assessment
  • Collaborative assessments in the digital environment
  • Ensuring quality of e-Assessment
  • Self and peer review
  • Students’ perceptions of e-Assessment
  • Badges and micro-credentialing
  • Assessment analytics
  • Development of e-Exam and Bring your Own Device approaches (BYOD)
  • Effective use of e-Portfolios

About the Journal

RUSC. Universities and Knowledge Society Journal is an bilingual e-journal coedited by the Universitat Oberta de Catalunya (Barcelona) and its eLearn Center, and the University of New England (Australia). The texts published in this journal are - unless indicated otherwise - covered by the Creative Commons Attribution 3.0 licence.

Further Information and Submission

Please refer to the journal call for papers page:

http://journals.uoc.edu/index.php/rusc/pages/view/eassessment