This article reports on the implementation of formative e-assessments in courses taken by first-year students. The central aim is to measure the effectiveness of the formative e-assessments with reference to the student voice and staff reflections. Students engaged with the formative assessments and the evidence gathered via questionnaires show…

Assessment is an important element of any effective teaching and learning strategy. Designing an appropriate assessment strategy is a continual challenge for instructors because the assessment structure must be well aligned with the intended learning outcomes. Technological advances have led to an expansion of online and distance modes of course…

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…

Undergraduate students accessing on-line tests in Human Biology in three Western Australian universities were asked to complete an on-line post-test reflective survey about their perceptions of their test performance in light of automated feedback. The survey allowed pre-determined choices and comment text boxes relating to students' perceptions…

This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme. eCAPS was implemented to trial this web-based approach for promoting the efficacy of "practical" skills…

The process of formative assessment in universities has the potential to engage students in reflection and to take greater ownership of their learning. We report on a study involving 104 students taking a statistics course in a degree programme in rehabilitation science in Hong Kong. The assessment strategy was redesigned to include a weekly…

The use of e-assessment in higher education is a relatively new educational practice that has been more frequently studied in recent years. This review aims to summarise some research on e-assessment, providing an overview based on articles from three well-established scientific journals. Focusing on research topics, settings for e-assessment and…

This article presents key findings from a Joint Information Systems Committee-funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project…

This article asserts the importance of e-assessment. It further suggests that assessment questions and tasks will change substantially as the art of e-assessment progresses. The article then exemplifies sophisticated e-assessment tasks, notes taxonomic schemes that have attempted to classify them and seeks to identify aspects of their definition.…

A formative computer-based assessment (CBA) was one of three instruments used for assessment in a Bachelor of Education course at Queen's University (Ontario, Canada) with an enrolment of approximately 700 students. The formative framework fostered a self-regulated learning environment whereby feedback on the CBA was used to support rather than…

A university-wide project team of academic and administrative staff worked together to prepare, deliver and evaluate a number of diagnostic, formative and summative computer-based assessments. The team also attempted to assess the University of Southampton's readiness to deliver computer-assisted assessment (CAA) within the "Code of practice…

An interactive, computer-based assessment system implemented at the University of Luton (England) delivers end-of-module examinations, formative assessments, and self-assessment options. Student and faculty response to computer-based objective testing has been positive and suggests the approach is desirable both pedagogically and economically.…

The availability of computers suggests reevaluation of (1) the need for teaching mathematical modeling and numerical analysis of structures in engineering education when most of these applications can be performed easily by computer and (2) computer use for formative evaluation of student learning. (MSE)