Electronic assessment, also known as digital assessment, e-assessment, online assessment or computer-based assessment, is the use of information technology in assessment such as educational assessment, health assessment, psychiatric assessment, and psychological assessment. This covers a wide range of activities ranging from the use of a word processor for assignments to on-screen testing. Specific types of e-assessment include multiple choice, online/electronic submission, computerized adaptive testing such as the Frankfurt Adaptive Concentration Test, and computerized classification testing.
Different types of online assessments contain elements of one or more of the following components, depending on the assessment's purpose: formative, summative and diagnostic. Instant and detailed feedback may (or may not) be enabled.
In formative assessment, often defined as 'assessment for learning', digital tools are increasingly being adopted by schools, higher education institutions and professional associations to measure where students are in their skills or knowledge. This can make it easier to provide tailored feedback, interventions or action plans to improve learning and attainment. Gamification is one type of digital assessment tool that can engage students in a different way whilst gathering data that teachers can use to gain insight.
In summative assessment, which could be described as 'assessment of learning', exam boards and awarding organisations delivering high-stakes exams often find the journey from paper-based exam assessment to fully digital assessment a long one. Practical considerations such as having the necessary IT hardware to enable large numbers of student to sit an electronic examination at the same time, as well as the need to ensure a stringent level of security (for example, see: Academic dishonesty) are among the concerns that need to resolved to accomplish this transition.
E-marking is one way that many exam assessment and awarding bodies, such as Cambridge International Examinations, are utilizing innovations in technology to expedite the marking of examinations. In some cases, e-marking can be combined with electronic examinations, whilst in other cases students will still hand-write their exam responses on paper scripts which are then scanned and uploaded to an e-marking system for examiners to mark on-screen.
Application
E-assessment is becoming more widely used by exam awarding bodies, particularly those with multiple or international study centres and those which offer remote study courses. Industry bodies such as The e-Assessment Association (eAA), founded in 2008, as well as events run by the Association of Test Publishers (ATP) that focus specifically on Innovations in Testing, represent the growth in adoption of technology-enhanced assessment.
In psychiatric and psychological testing, e-assessment can be used not only to assess cognitive and practical abilities but anxiety disorders, such as social anxiety disorder, i.e. SPAI-B. Widely in psychology.
In 2007, the International Baccalaureate implemented e-marking. In 2012, 66% of nearly 16 million exam scripts were "e-marked" in the United Kingdom. Ofqual reports that in 2015, all key stage 2 tests in the United Kingdom will be marked onscreen.
In 2010, Mindlogicx implemented onscreen marking system for the first time in India at Anna University enabling easy operations and efficient conduction of high stakes examination.
In 2014, the Scottish Qualifications Authority (SQA) announced that most of the National 5 question papers would be e-marked.
In June 2015, the Odisha state government in India announced that it planned to use e-marking for all Plus II papers from 2016.
Process
E-marking can be used to mark examinations that are completed on paper and then scanned and uploaded as digital images, as well as online examinations. Multiple-choice exams can be either marked by examiners online or be automarked where appropriate. When marking written script exams, e-marking applications provide markers with online tools and resources to mark as they go and can add up marks as they progress without exceeding the prescribed total for each question.
All candidate details are hidden from the work being marked to ensure anonymity during the marking process. Once marking is complete, results can be uploaded immediately, reducing both the time spent by examiners posting results and the wait time for students.
The e-marking FAQ is a comprehensive list of answers to frequently asked questions surrounding e-marking.
Advantages
It has also been noted that in regards to university level work, providing electronic feedback can be more time-consuming than traditional assessments, and therefore more expensive.
In 1986, Lichtenwald investigated the test validity and test reliability of either personal computer administration or a paper and pencil administration of the Peabody Picture Vocabulary Test-Revised (PPVT-R). His project report included a review and analysis of the literature of pre-mid 1980s E-assessment systems.
A review of the literature of E-assessment from the 1970s until 2000 examined the advantages and disadvantages of E-assessments.
A detailed review of the literature regarding advantages and disadvantages of E-assessment for different types of tests for different types of students in different educational environment from childhood through young adulthood was completed in 2010.
In higher education settings, there is variation in the ways academics perceive the benefits of e-assessment. While some perceive e-assessment processes as integral to teaching, others think of e-assessment in isolation from teaching and their students' learning.
Academic dishonesty
Academic dishonesty, commonly known as cheating, occurs at all levels of educational institutions. In traditional classrooms, students cheat in various forms such as hidden prepared notes not permitted to be used or looking at another student's paper during an exam, copying homework from one another, or copying from a book, article or media without properly citing the source. Individuals can be dishonest due to lack of time management skills, the pursuit of better grades, cultural behavior or a misunderstanding of plagiarism.
Two common types of academic dishonesty are identity fraud and plagiarism.
Identity fraud can occur in the traditional or online classroom. There is a higher chance in online classes due to the lack of proctored exams or instructor-student interaction. In a traditional classroom, instructors have the opportunity to get to know the students, learn their writing styles or use proctored exams. To prevent identity fraud in an online class, instructors can use proctored exams through the institutions testing center or require students to come in at a certain time for the exam. Correspondence through phone or video conferencing techniques can allow an instructor to become familiar with a student through their voice and appearance. Another option would be personalize assignments to students backgrounds or current activities. This allows the student to apply it to their personal life and gives the instructor more assurance the actual student is completing the assignment. Lastly, an instructor may not make the assignments heavily weighted so the students do not feel as pressured.