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Title: E-assessment process: giving a voice to online learners
Author: Romeu Fontanillas, Teresa  
Romero Carbonell, Marc  
Guitert Catasús, Montse  
Keywords: continuous e-assessment
peer-assessment
self-assessment
interactive assessment
ICT
e-learning
Issue Date: May-2016
Publisher: International Journal of Educational Technology in Higher Education
Citation: Romeu Fontanillas, T., Romero Carbonell, M. & Guitert Catasús, M. (2016). "E-assessment process: giving a voice to online learners". International Journal of Educational Technology in Higher Education, 13(1). ISSN 2365-9440. doi: 10.1186/s41239-016-0019-9
Abstract: Considering the expansion of active pedagogies that consider the student as the centre of the teaching and learning process, their role during the assessment process cannot be overlooked. That implies a change in the teacher's role from a communicator of the student's mark to an open system in which teachers and students get involved in the learning process and develop online assessment skills. From a description of a concrete experience of continuous e-assessment in a subject at the UOC, this paper explores the advantages of the active role of students in the e-assessment of competency acquisition. In this subject, the student is assessed, using a project based learning methodology, from two dimensions provided by continuous assessment: on the one hand, the assessment of the process followed during the development of the activities based on the outcomes of each phase of the projects and process monitoring and, on the other hand, the assessment of the final outcome. Hence, students participate in both the assessment of the process and the final outcome. The process assessment, developed in the framework of teamwork, is produced in a self-assessment process in which both the student and peer participation in a work group are analysed, thereby developing a dynamic peer-assessment. In addition, a process of reflection regarding teamwork is carried out at the end of each phase of the project, based on an interactive process among the members of the group. The evaluation of the results focuses on an interactive assessment based on the analysis of the projects developed by other groups at the final stage of the subject. In order to analyse the students' perception about the e-assessment methodology and their role during this process, a quantitative and online questionnaire was designed and administered at the final stage of the course. The results revealed a high level of satisfaction with the e-assessment activities of the course and an improvement of the learning process.
Language: English
URI: http://hdl.handle.net/10609/70699
ISSN: 2365-9440MIAR
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