E-assessment: The demise of exams and the rise of generic attribute assessment for improved student learning

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Self, Peer and Group Assessment in E-Learning, 2006, pp. 295 - 322
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This chapter explores five reasons for a reduced focus on exams by questioning their value and sustainability in the assessment of student learning. It suggests that exam grades cannot provide accruing developmental information about the students' attributes and qualities vital for a changing world and workplace. It then argues for the integrated assessment of generic attributes (including those developed through exams) and describes two e-assessment tools developed by the author to facilitate this approach. These tools are based on the concept that assessment criteria should encompass the complete range of attributes and qualities that institutions proclaim their students will acquire. Given that assessment drives learning, explicit alignment between assessment tasks and criteria is essential. It is proposed by this chapter that the development of formative criteria (numerically valued) together with expert-derived criteria groups can facilitate students' development of important qualities, or generic attributes at both school and tertiary levels of education. © 2006, Idea Group Inc.
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