This dimension intends to make the entire competence assessment program visible and comprehensible for all participants. For this reason, it is important that the students/learners are able to understand the fairness of their assessment, as precisely as their instructors, requiring them to have a complete knowledge of all assessment criteria and their relative weights. For this dimensiondimension, four criteria were considered: democratization, engagement, visibilityvisibility, and impact.
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.