Assessment Practices using Online Tools in Undergraduate Programs

Introduction

This chapter will demonstrate that the use of online, computer-based or web-based assessments can provide some advantages over traditional modes and methods of assessment. It will also be shown that the efficacy of online assessments still revolves around a sound understanding on the part of the instructor of learning outcomes, student needs and perspectives. As with any type of assessment, constructive alignment is also vital. Poor subject or assessment design cannot be redeemed by the use of technology and student perceptions of such tools are key to maximising student learning outcomes. The objectives of this chapter are:

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  To detail the major methods and systems of online assessment as reported in the literature;

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  To examine successful implementation strategies of each form of assessment;

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  To highlight difficulties and areas of uncertainty for each assessment types;

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  To show how some of these problems are being addressed, or where there are gaps in our understanding of online assessment;

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  To demonstrate by exemplar that a sound understanding of pedagogy is required to develop successful online assessments.

This chapter will be arranged by assessment type rather than by the chapter objectives. Each objective will be considered within the frame of the specific assessment form to provide a clearer outline of the issues associated with each type of assessment.

Peer Learning

Peer Learning, as distinct from peer assessment, generally revolves around a constructivist perspective and requires students to interact and discuss to develop and enhance their own understanding of particular topics or concepts. The main tools used to encourage peer learning are online discussion forums and wikis.