Assessment in the Modern Age: Challenges and Solutions

Assessment in the Modern Age: Challenges and Solutions

Mahmoud Emira (City & Guilds of London Institute, UK), Patrick Craven (City & Guilds of London Institute, UK), Sharon Frazer (City & Guilds of London Institute, UK) and Zeeshan Rahman (City & Guilds of London Institute, UK)
DOI: 10.4018/978-1-4666-9441-5.ch016
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This chapter aims to address assessment in the modern age in terms of its importance, challenges and solutions by examining the views of 1,423 users at UK test centres following their recent experience of using two systems which employ computer-based assessment (CBA) and computer-assisted assessment (CAA). Generally speaking, based on the research, which informs the findings presented in this chapter, both systems face similar challenges but there are challenges which are specific to the CAA system. Similarly, both systems may require common solutions to improve user's future experience, but there are solutions which are more relevant to the CAA system. The chapter concludes with a discussion around the UK apprenticeship and a case study of a pilot apprenticeship programme in which CBA and CAA are also integrated.
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Part 1: Background And Literature Review

This part, which is mainly a literature review, begins with a brief comparison between traditional and e-assessment. It then discusses e-assessment in much more detail in relation to its definition, importance, types, challenges and solutions to overcome these solutions.

Key Terms in this Chapter

Malpractice: In assessment, this could be any act or practice which breaches the regulations and may undermine the process of assessment and its validity.

External Verification: Process by which providers can get an external independent confirmation that their assessment is valid, reliable and meet standards which they must adhere to.

High-Stakes Assessment: Outcomes are of high importance to both centre and candidates, affecting progression to subsequent roles and activities.

Trailblazers: Major UK reforms to apprenticeships which involves eight groups of employers working together to design new standards for occupations in their industries.

Medium-Stakes Assessment: Results may be recorded locally and nationally, but is not life changing.

Apprenticeship: Commonly perceived to be a long-term training offered in collaboration between employers and educational institutions.

Internal Verification: Process by which providers (e.g. test centres) monitor and verify the assessment process and procedures internally.

Low-Stakes Assessment: Usually formative, with results recorded locally.

Test Centres: Issue certificates of competence to learners and liaise with a number of stakeholders, e.g. they forward learners’ results to awarding bodies and coordinate with them on quality assurance.

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