Qualitative differences in academics’ conceptions of e-assessment

Abstract

The paper reports the results of a phenomenographic study on academics’ conceptions of e-assessment. A cohort of 21 academics from 17 disciplines participated in semi-structured interviews exploring their experiences of using web-based technologies for formative and summative assessment purposes. Through iterative analysis of the interview transcripts, the study identified four qualitatively different ways in which academic teachers understand e-assessment. It was seen as a means of: (a) efficiently managing and streamlining the assessment process; (b) facilitating dialogue and student engagement; (c) enhancing student learning; and (d) developing (digital) identity and the community. Six interrelated dimensions of variation were also established: the benefit of e-assessment, the role of the assessing teacher, the role of the assessed student, the role of the medium, the purpose, quality and level of collaboration, and, finally, the relationship between e-assessment and teaching and learning. The results thematise how university teachers relate to technology-enabled assessment and represent incrementally expanding levels of agency within relatively recent, often hybrid assessment milieus. More importantly, the reported dimensions of variation can be utilised to inform which aspects of e-assessment warrant further attention for the improvement of formative and summative assessment design and practice.

Keywords:

• E-assessment
• formative assessment
• summative assessment
• phenomenography
• conceptions

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Mike Mimirinis

Mike Mimirinis is a Senior Lecturer in Higher Education Studies in the Department of Education and Social Care at Anglia Ruskin University, Cambridge. His study on teaching excellence in higher education received the 2017 SRHE Newer Researcher Award.