1. USING THE JISC STEPS TOWARDS EFFECTIVE TECHNOLOGY-ENHANCED ASSESSMENT AND FEEDBACK TO SUPPORT INSTITUTIONAL ENHANCEMENT OF ASSESSMENT AND FEEDBACK Carolyn Gentle, Neil Witt, University of Plymouth

2. A case study of practice at the University of Plymouth based on work done during a JISC Building Capacity Project offers questions for wider discussion on the role of technology- enabled assessment in improving student satisfaction

3. JISC Project at UoP Digital literacies CAA podcastingE-portfolios Building Capacity

4. Assessment and feedback Within the UK Higher Education sector, there continues to be a significant discrepancy between learners’ generally positive experience of the teaching they receive at university and the subsequent assessment and feedback of their learning, with which they are far less satisfied. (National Student Survey, 2010)

5. CAA – original aims to express our current practice, identify our needs and envision our future. CAA ‘the application of computers to assessment processes’ (JISC, 2010: 56)

6. Aims - refocused to express our current practice, identify our needs and envision our future. E-assessment ‘all technology-enabled assessment activities’ (JISC, 2010: 56)

7. ‘Good assessment for learning…  Engages students with the assessment criteria  Supports personalised learning  Ensures feedback leads to improvement  Focuses on student development  Stimulates dialogue  Considers student and staff effort’ (JISC, 2010: 53)

8. Steps towards effective technology- enhanced assessment and feedback Applications of technology to assessment and feedback are embedded in the institutional and/or Faculty vision for high-quality learning, teaching and assessment.

9. Steps towards effective technology- enhanced assessment and feedback Principles of good assessment and feedback underpin the use of technology for example, assessment designs exploit technology to motivate learning, encourage time on task, facilitate self-assessment and enable learners to act on feedback.

10. Steps towards effective technology- enhanced assessment and feedback Applications of technology are informed by a clear understanding of the purpose of the task, the ICT skills and diverse needs of learners and the specific requirements of the contexts in which the assessment or feedback takes place.

11. Steps towards effective technology- enhanced assessment and feedback Technology is used to facilitate enhancements previously difficult to achieve at scale such as peer assessment.

12. Steps towards effective technology- enhanced assessment and feedback Optimum use is made of e-enabled assessment management and administration systems to monitor learners’ progress and improve teaching and learning.

13. Steps towards effective technology- enhanced assessment and feedback Technology augments, streamlines or enhances current provision, and is not used for its own sake.

14. Is our e-assessment good for learning? discussions plans actions evaluation

15. Where do we go from here?

16. References 2010 National Student Survey Results for Students in England. Available at: http://www.hefce.ac.uk/learning/nss/data/2010/ NSS_2010_PressData_43585621.xls (Accessed: 14 February 2011). JISC (2010). Effective Assessment in a Digital Age: a guide to technology-enhanced assessment and feedback. Bristol: JISC.