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A Conceptual Framework for E-Assessment in Higher Education: Authenticity, Consistency, Transparency, and Practicability

A Conceptual Framework for E-Assessment in Higher Education: Authenticity, Consistency, Transparency, and Practicability

Luís Tinoca, Alda Pereira, Isolina Oliveira
Copyright: © 2014 |Pages: 22
ISBN13: 9781466644588|ISBN10: 1466644583|EISBN13: 9781466644595
DOI: 10.4018/978-1-4666-4458-8.ch033
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MLA

Tinoca, Luís, et al. "A Conceptual Framework for E-Assessment in Higher Education: Authenticity, Consistency, Transparency, and Practicability." Handbook of Research on Transnational Higher Education, edited by Siran Mukerji and Purnendu Tripathi, IGI Global, 2014, pp. 652-673. https://doi.org/10.4018/978-1-4666-4458-8.ch033

APA

Tinoca, L., Pereira, A., & Oliveira, I. (2014). A Conceptual Framework for E-Assessment in Higher Education: Authenticity, Consistency, Transparency, and Practicability. In S. Mukerji & P. Tripathi (Eds.), Handbook of Research on Transnational Higher Education (pp. 652-673). IGI Global. https://doi.org/10.4018/978-1-4666-4458-8.ch033

Chicago

Tinoca, Luís, Alda Pereira, and Isolina Oliveira. "A Conceptual Framework for E-Assessment in Higher Education: Authenticity, Consistency, Transparency, and Practicability." In Handbook of Research on Transnational Higher Education, edited by Siran Mukerji and Purnendu Tripathi, 652-673. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4458-8.ch033

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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.

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