Abstract
We consider the ultimate goal of introducing as a service to the academic community online formal summative assessments in a blended-learning context at the scale of a higher education institution. In a first stage, we explore the perceptions of e-assessment by two primary stakeholders: academics and students. We conjecture that a successful global implementation of e-assessment relies on the simultaneous adoption by academics and students. To test this hypothesis, we: (1) define a technological framework that is able to support e-assessment for the whole academic community; (2) identify three main e-assessment scenarios that cover a range of possible domains and contexts; (3) implement experiments with early adopting teachers and collect qualitative and quantitative surveys from students. The results are analysed and discussed in order to assess the current framework and adapt it further to deploy it at faculty level.
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Moccozet, L., Benkacem, O., Burgi, PY. (2017). Towards a Technology-Enhanced Assessment Service in Higher Education. In: Auer, M., Guralnick, D., Uhomoibhi, J. (eds) Interactive Collaborative Learning. ICL 2016. Advances in Intelligent Systems and Computing, vol 545. Springer, Cham. https://doi.org/10.1007/978-3-319-50340-0_40
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DOI: https://doi.org/10.1007/978-3-319-50340-0_40
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