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

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 t...

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Bibliographic Details
Published in:Assessment and evaluation in higher education 2016-01, Vol.41 (1), p.35-52
Main Authors: Rodríguez-Gómez, Gregorio, Quesada-Serra, Victoria, Ibarra-Sáiz, María Soledad
Format: Article
Language:English
Subjects:
assessment design
assessment literacy
College Faculty
College students
Competence
Computer Assisted Testing
Context
e-assessment
Evaluation Utilization
Foreign Countries
Guidance Programs
Interviews
Learning
Learning Processes
learning-oriented e-assessment
Mixed Methods Research
peer assessment
Perceptions
Pretests Posttests
Program Effectiveness
Qualitative research
Quantitative analysis
Questionnaires
Research methodology
Spain (Andalusia)
Statistical Analysis
Student Evaluation
Student Participation
Teacher Attitudes
Teaching methods
Training
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Summary: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.
ISSN:0260-2938
1469-297X
DOI:10.1080/02602938.2014.979132