E-assessment and e-portfolios. Bernie Zakary. What comes to mind?. Coursework. Driving test. Key skills. Folders. Shading in boxes (OCR). Multiple choice. NVQs. amazon.co.uk. First Direct. So what is happening, and why?. Key skills (test component) Drivers:
Shading in boxes (OCR)
Key skills (test component)
“OCR is committed to the use of e-portfolios and is keen to support their use across a variety of NVQs” (http://www.ocr.org.uk/OCR/WebSite/Data/Publication/E-Assessment%20Materials/Getting_st13989.pdf)
“We are happy for these users to continue in whatever
format is appropriate and convenient for the centre and its candidates,
providing they can be verified by our external verifier team.”
It is essential that the e-portfolio product is able to accommodate a range of
file types. Audio and video evidence provide a 'real life' assessment
opportunity. Digital pictures and scanned images as well as the standard
Word or Excel files should also be accommodated giving candidates many
more opportunities to provide and present evidence. The product must be 'fit
In vocational and occupational qualifications, QCA are already seeking ways to reduce the burden of assessment. In particular, they are exploring a range of different forms of moderation of practical assessments, including the use of e-portfolios, which should minimise pressure on students, teachers and trainers.
And in the medium term:
It is crucial that we fully examine the potential for technology to modernise the curriculum and its assessment. ICT supports assessment playing a more formative role – assessment for learning, not just for judging. And we want to see pilots of a wide range of applications of e-assessment: immediate feedback to learners and teachers, online tests, personalised diagnostics, online assessment and accreditation of e-skills, and inclusion of e-skills in the assessment of all curriculum topics.
Coursework Ranging from brief notes to extensive assignments. May
be in any medium, for example, text, images, sound, video.
May be school homework examples, college assignments, for example.
Assessment work May include diagnostic, formative and summative
Other pieces of work or “artefacts” For example, presentations, job or course applications, CVs.
Achievement of individual learning outcomes
May be formally or informally recorded.
Aggregated records of achievement, accreditation and credit towards awards.
Qualifications, awards (and credits towards awards),
certificates, completion of courses.
Evidence for assessment Including evidence for assessment of prior learning.
Planning and reflection Journal entries, learning agreements, personal
development plans, individual learning plans.
Notes and annotations on other entries Formal or informal: made by the learner, or by teachers, mentors. Including verification of entries.
Skills and competencies Taken from to a particular framework, for example, for a job, or informally recorded.
Outcomes of appraisals, interviews, etc. With tutor, employer, for example.
Self-assessments and appraisals.
Peer-assessments and appraisals
Links between entries Pieces of work contributing to an award: planning to
achieve particular skills, etc.
Entries shared with peers e-Portfolios can support peer group learning, with
shared assignments, and commentary on each other’s
(Requires someone who knows what they are doing )
Head of pedagogical frameworks
British Educational Communications and Technology Agency