Qualitative differences in academics’ conceptions of e-assessment

Mimirinis, Mike ORCID: https://orcid.org/0000-0003-1835-9348 (2018) Qualitative differences in academics’ conceptions of e-assessment. Assessment & Evaluation in Higher Education, 44 (2). pp. 233-248. ISSN 0260-2938

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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.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment & Evaluation in Higher Education on 05/09/18, available online: https://www.tandfonline.com/10.1080/02602938.2018.1493087
Uncontrolled Keywords: E-assessment, formative assessment, summative assessment, phenomenography, conceptions
Subjects: Education
Education > Higher education
Education > Teaching and learning
Education > Teaching and learning > Technology-enhanced learning
Related URLs:
Depositing User: Mike Mimirinis
Date Deposited: 03 Jul 2020 07:17
Last Modified: 04 Jul 2020 16:41
URI: http://repository.uwl.ac.uk/id/eprint/7087

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