Learning-oriented e-assessment: the effects of a training and guidance programme on lecturers’ perceptions

Abstract

Various frameworks that acknowledge the importance of assessment as a core aspect of the learning process have been proposed to enhance life-long learning and promote participative strategies. In this context, learning-oriented e-assessment was developed to enhance learning through assessment in a technology-mediated context. Using a quantitative–qualitative mixed research method, the current study aimed to analyse the effects of a learning-oriented e-assessment training and guidance programme on university lecturers’ perceptions of the importance of assessment, their competence in assessment and their actual use of assessment, and to consider lecturers’ experience and perception when implementing learning-oriented e-assessment in one of their courses. The results of the quantitative research showed a significant difference between the pre-test and post-test measures in the competence and use criteria for the following four categories: ‘assessment planning and design’, ‘monitoring of student learning’, ‘participation of students in the assessment process’ and ‘improvement and changes to the assessment process’. The qualitative results support the quantitative outcomes, providing some insight into lecturers’ perception of the experience.

Keywords:

• e-assessment
• learning-oriented e-assessment
• assessment literacy
• assessment design
• peer assessment

Acknowledgement

We would like to thank David Carless for his review of an earlier draft of this paper.

Additional information

Funding

Funding. This work was supported by the Andalusian Autonomous Government (Consejería de Innovación, Ciencia y Empresa) [grant number P08-SEJ-03502] (Re-Evalúa Project).