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A Formative eAssessment Co-Design Case Study

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6 Author(s)
D. A. Bacigalupo ; iSolutions, Univ. of Southampton, Southampton, UK ; W. I. Warburton ; E. A. Draffan ; P. Zhang
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Formative eAssessment can be very helpful in providing high quality higher education assignments. However, there are obstacles restricting the uptake of formative eAssessment in higher education including both cultural and technical issues. When a university is encouraging the uptake of formative eAssessment internally it is useful to have case studies from academic schools detailing how academics enthusiastic about formative eAssessment have used it in their modules. It is particularly helpful if these case studies document: i.) the principle obstacles that these champions had to deal with, ii.) a cooperative-design process through which these obstacles have been dealt with by the champions (with assistance from e.g. learning technologists), and iii.) an evaluation of the effectiveness of the resulting formative eAssessments. However there is a shortage of such real-world long-term case studies. This paper helps fill this gap in the literature by describing the case of a Modern Languages module within a Russell Group university (Southampton). The formative eAssessment solution resulting from the case study utilises our QTI, mobile QTI, accessibility, and web 2.0 tools and can be positioned at the cutting edge of formative eAssessment practice. We have evaluated this with undergraduate student volunteers from Spanish modules and received positive feedback.

Published in:

2010 10th IEEE International Conference on Advanced Learning Technologies

Date of Conference:

5-7 July 2010