E-Assessment: The Demise of Exams and the Rise of Generic Attribute Assessment for Improved Student Learning

E-Assessment: The Demise of Exams and the Rise of Generic Attribute Assessment for Improved Student Learning

Darrall Thompson (University of Technology, Sydney, Australia)
Copyright: © 2006 |Pages: 28
DOI: 10.4018/978-1-59140-965-6.ch013
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Abstract

This chapter explores five reasons for a reduced focus on exams byquestioning their value and sustainability in the assessment of studentlearning. It suggests that exam grades cannot provide accruingdevelopmental information about the students’ attributes and qualities vitalfor a changing world and workplace. It then argues for the integratedassessment of generic attributes (including those developed through exams)and describes two e-assessment tools developed by the author to facilitatethis approach. These tools are based on the concept that assessmentcriteria should encompass the complete range of attributes and qualitiesthat institutions proclaim their students will acquire. Given that assessmentdrives learning, explicit alignment between assessment tasks and criteria isessential. It is proposed by this chapter that the development of formativecriteria (numerically valued) together with expert-derived criteria groupscan facilitate students’ development of important qualities, or genericattributes at both school and tertiary levels of education.

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