Arose from the growing criticism of traditional testing methods relating to the unrealistic nature of the tests, the loss of faith in them as valid measures of learning, and an over-reliance on tests as the ultimate goal of the instruction process. The assessment culture is based on social constructivism, in which learning is thought of as the active construction of schemes in order to understand the material. The student is recognized as an active participant, who shares responsibility for the learning process, practices self-assessmentself-assessment, and reflection, and collaborates with the teacher and other students. Multiple forms of assessment of student learning are used, which are generally less standardized than the formats used in the testing culture.
Published in Chapter:
A Conceptual Framework for E-Assessment in Higher Education: Authenticity, Consistency, Transparency, and Practicability
Luís Tinoca (University of Lisbon, Portugal), Alda Pereira (Universidade Aberta, Portugal), and Isolina Oliveira (Universidade Aberta, Portugal)
Copyright: © 2014
|Pages: 22
DOI: 10.4018/978-1-4666-4458-8.ch033
Abstract
The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, naturally implying the resource to a variety of assessment strategies. Within this context, we have seen the emergence of what has been called by several authors, the Assessment Culture. Furthermore, Higher Education e-learning environments have also promoted the use of new e-assessment strategies. Therefore, it is important to reconsider the concept of quality assessment in Higher Education online contexts, and particularly how to develop it in the present learning landscapes. In this chapter, the authors present a new conceptual framework for digital assessment in Higher Education supported by four dimensions—authenticity, consistency, transparency, and practicability—each composed by a set of criteria, aimed at promoting the quality of the assessment strategies being used. This framework was developed based on the expansion of the concept of validity supported by edumetric qualities.