managing ict managing ict
Talking e-assessment
Dr Marian Sainsbury
is about forming a summary judgement which has the
purpose of informing curriculum planning and so has a
from the National
formative intent. Transitional assessment, by contrast,
is for use outside the immediate teaching context, to
report information useful to others.
Foundation for Educational
alongside the range of purposes, however, there
is also a range of assessment processes. at one end of
Research reviews the
the spectrum is the formal examination in controlled
conditions; at the other, informal, ephemeral teacher
e-assessment landscape
observations and questions. in between, there are
familiar processes such as marking, grading, assessment
tasks, teacher-designed tests or quizzes, and national
curriculum teacher assessment.
he universal availability of These processes cross-cut the assessment purposes,
T
computers and other iCT resources so that a summative assessment can be based on
in schools for teachers and students a formal examination or on a record of ongoing
is now taken for granted. What is informal assessments (as in national curriculum teacher
more variable, however, is the use to assessment).
which 21st century technologies are Conversely, the information used for the formative
put within schools. purposes of feedback and planning can arise from
The effective use of technology to enhance teaching formal or informal means. The nFer view is that
and learning is one of the greatest challenges and teachers’ assessment expertise should be defined in
opportunities currently faced by schools. This potential terms of an understanding of this whole range of
is many-faceted, and e-assessment is just one aspect, purposes and processes, demonstrated in the ability to
but one which is worth further exploration. select different assessments for different purposes and
Ofsted’s recent report on the importance of iCT use them appropriately.
found an improving picture in the overall effectiveness e-assessment has begun to put in an appearance right
of iCT use in secondary schools. Teachers generally across this spectrum. There are already formal exams
had good subject knowledge and confidence, but more and qualifications that can be delivered electronically.
in some aspects of iCT than others. Overall, the greatest There are some challenges that particularly relate
area of concern for Ofsted was assessment, both within to this high-stakes context, however, as issues of
iCT lessons and across the curriculum. security become especially acute, as does the absolute
Becta, meanwhile, has articulated an ambitious requirement for reliable technological delivery.
view of “e-maturity” within its harnessing Technology Ofqual has established guidelines for e-assessment
vision for the future. This is defined as “the capacity of (see further information) and there is every probability
a learning institution to make strategic and effective use that the scope for this will continue to increase. One
of technology to support educational outcomes”. Becta, particularly exciting possibility in this area is the use
too, finds an improving picture in its surveys, with 27 for students. alongside tailored content and flexible Microsoft. Their concern is that current education of video and sound technology for students to record
per cent of secondary schools now reaching the most pathways, personalised assessment features as a central systems fail to foster the skills required in the 21st their development and evaluation processes in practical
advanced level – “e-confident”. requirement. century. While recognising the need for improvements subjects, and for the digital record itself to form part of
e-confident schools are described as intelligent and in the wider world, this drive for high quality in pedagogy, curriculum, teacher training, and school the assessed product.
agile in their use of iCT. One of Becta’s remaining assessment has found expression as part of an organisation, they say: “reform is particularly needed For more informal formative and summative
priorities is using iCT to secure personalised learning international call to action led by Cisco, intel and in education assessment – how education and society assessments, e-portfolios are gaining ground in schools.
more generally measures the competencies and skills These flexible digital recording systems can hand
that are needed for productive, creative workers and much of the ownership to the students, encouraging
citizens.” a personalised approach, while giving teachers the
all of these calls for improvement share a concern opportunity to add formative comments and to engage
for effective assessment, but this, of course, covers a in dialogue.
multitude of possibilities. e-assessment may mean the nFer’s own development work in the area of
assessment of the skills and understandings of iCT, or it e-assessment has taken a different approach. We
may mean the assessment of other curriculum areas or have developed a range of on-screen assessments
generic skills through the medium of technology. in the curriculum subjects of mathematics, science
Valpak Awards 2009
The assessment may be entirely automated or and reading which are intended to be low-stakes and
may be a system to facilitate human assessment by formative in their use.
examiners, teachers, peers or students themselves. although these are currently available only for
celebrating achievement
The management of this conceptual complexity primary schools, the principles are more widely
chimes with the assessment policy that nFer has applicable. The unique feature of this system is that,
been developing. With a 60-year history of assessment once the pupils have taken the on-screen questions,
recognising excellence in all areas of
expertise, we are very aware of the need to consider the results are analysed using sophisticated statistical
recycling and waste management assessment in all its aspects. techniques which highlight the strengths and weaknesses
On the one hand, assessment has a variety of in students’ understanding.
purposes, which vary according to what is to be These descriptive reports, known as profiles, are
done with the resulting information. The best-known available immediately online and allow teachers to
• have you been involved in a green initiative engaging
schools, local businesses or the community?
distinction here is between formative approaches, group the pupils and plan focused teaching matched
• were you part of a project that helped children get
which aim to support teaching and learning, and to their understanding. an example of one of these
clued-up about carbon footprints? summative, which aim to provide summary information profiles is given below. We have found that these
• or do you know of any sustainable superstars who for reporting, certification or selection. reports are used by teachers as a starting-point for
are showing passion for environmental innovation
a variation of this is the division into day-to- further observations and questioning, and show every
under the age of 18?
day, periodic and transitional assessment adopted by sign of enhancing the quality of formative assessment
If so, we want to hear from you!
the Qualifications and Curriculum authority and the in the schools using them. using an approach such as
Department for Children, schools and Families in the this would represent just one element in a teacher’s
Tell us more and you could become the proud owner of an assessment for learning strategy. repertoire of effective assessment techniques.
industry-recognised award from the UK's leading provider of
Day-to-day assessment aims to feed back formative implementing e-assessment successfully means
producer responsibility and recycling solutions!
information immediately, while periodic assessment selecting techniques and processes to meet a variety of
formative and summative purposes.
The Valpak Awards are highly popular with educational institutions across
the UK and give you the chance to spread the word and get something back for
Currently, a range of exciting e-assessment
An example – algebra
your efforts. We've revamped the categories for 2009 to include:
approaches is becoming available to solve a variety
a “reasoning mathematician” is developing a clear of problems. But it is for teachers and schools to work
• Best Community Recycling Project understanding of a range of key mathematical out how these fit together into an integrated system
• Best School Environmental Awareness Campaign
concepts. they are learning to deal effectively with that empowers teachers and learners within a more
• Young Person's Environmental Innovation Award
complex, multi-step problems set in unfamiliar personalised context. The demands are considerable, but
Logo on now to www.valpak.co.uk for full details of how to enter, and to find
contexts. they: the potential rewards are great. Mastering e-assessment
out who won last year. Send us your entry before 24 July 2009 and you could • Have a sound understanding of an equation
involves both “e” and “assessment”. assessment
be joining us for a prestigious dinner and awards ceremony at Shakespeare's as a relationship of balance, when this is expertise means a mature understanding of purposes
Globe, London in September with TV presenter and scientist Proessor Heinz
presented graphically. and processes and the development of clear principles
Wolff.
• may still resort to routine procedures for the to make choices. similarly, a school’s technological
provision must be robust and flexible enough to support
So go on, enter now. As Shakespeare said,
solution of an equation when it is presented
‘be great in act as you have been in thought’ (King John, V, i)
in formal notation.
the implementation of these choices.
• can relate a pattern of points in a graph to
effective e-assessment can contribute substantially
www.valpak.co.uk the relationships between their coordinate towards Becta’s notion of e-maturity: a school using
pairs, and draw valid conclusions.
technology in an intelligent and agile way to provide
• Readily understand mathematical models of
responsive and personalised support to learners. SecEd
key concepts and procedures, and make good

use of these to solve a range of problems.
• Dr Marian Sainsbury is head of literacy assessment
• Still need to relate their understanding of the
research in the Department for Research in
nature of an equation to the solution of more
Assessment and Measurement at NFER.
complex problems presented in formal notation.
next steps: relate the “balancing” image to the
Further information
sponsors include
solution of more complex equations.
nFer e-assessment: www.i-nfer.co.uk
Ofqual e-assessment guidelines: www.efutures.org
10 SecEd • June 11 2009
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