What is the role for ICT‐based assessment in universities?

Abstract

This paper reviews the role of ICT‐based assessment in the light of the growing use of virtual learning environments in universities. Issues of validity, efficiency, type of response, and scoring are addressed. A major area of research is the automated scoring of text. Claims for automated formative assessment are queried, since the feedback of scores and marks alone is not truly formative: feedback of comments about good features of the work/performance, and what needs to be done to improve is needed to enhance learning. It seems likely that the use of ‘simple’ computer‐assisted assessment (with multiple‐choice and short‐answer responses) will continue to develop, as will the use of multi‐media materials for assessment tasks. The use of ICT to record student responses, to capture material produced and to convey feedback will grow as the use of virtual learning environments grows. Alongside this, students are likely to be encouraged to make use of online peer and collaborative assessment. The sociocultural implications of using ICT in assessment (as in teaching) are significant and this is a key field for the work of social scientists alongside learning technologists.

Acknowledgements

Thanks are extended to Graham Alsop, Demetra Katsifli, Tim Linsey, Chris Tompsett, Sue Watts and Ruth Wood for helpful comments on a draft, and two anonymous referees.

Notes

* Kingston University, River House, 53–57 High Street, Kingston upon Thames, Surrey, KTI ILQ, UK. Email: [email protected]

Additional information

Notes on contributors

Caroline V. Gipps *

* Kingston University, River House, 53–57 High Street, Kingston upon Thames, Surrey, KTI ILQ, UK. Email: [email protected]