Qualitative differences in academics’ conceptions of e-assessment
Bibliographic Data
| ID | 19378452 |
|---|---|
| Authors | Mike Mimirinis (0000-0003-1835-9348, Anglia Ruskin University, corresponding author) |
| Year | 2019 |
| Volume | 44 |
| Issue | 2 |
| Pages | 233-248 |
| Publication date | 2019-02-17 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2018.1493087 |
| OpenAlex | W2889936147 |
| Language | EN |
| Citations received | 16 |
| References cited | 28 |
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
Assessment for learning · Community of practice · Formative assessment · Higher education · Mathematics education · Medical education · Pedagogy · Phenomenography · Political science · Qualitative research · Sociology · Summative assessment · Warrant · Evaluation of Teaching Practices · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback
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| Unique citing works | 16 |
|---|---|
| Citations per year | 2.67 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 14 |