The conference was very much focussed on computer-delivered assessments which can be marked electronically.  In other words,  tests and exams that are predominantly based on Multiple-Choice questions (MCQs).  There was a little debate, floating just under the surface, on the extent to which exams based on MCQs are desirable, and on the skill it takes to write ‘good’ questions.  However, since this was a UCISA event, the primary focus was on the various technical solutions, and it presented an opportunity to learn something from exceptionally talented ‘systems people’ who know a great deal about hardware, software, network infrastructure, and of course, how you might best implement solutions in a complicated HE institution.

I guess at Queen Mary, our policy on e-assessment is in its infancy – we’re using the VLE and a homegrown restricted browser we call ‘Kiosk Mode’, andwe have a few successes each year.  In this context then, the two keynotes were particularly interesting and gave lots of food for thought:

First, David Walker from the University of Dundee, presented their approach to developing an institutional policy on e-assessment.  It was interesting to see how comprehensive Dundee have been in considering the guidelines needed for students, academics, registry, e-learning and so on… and how a policy of e-assessment is rightly in continuous flux.

Then, John Dermo from the University of Bradford gave us a tour of their new dedicated e-assessment lab.  It looks very neat – it’s a flexible space that works as an open-access lab outside of exam time, but is designed so that cheating is minimised.  Read more about it here.

The most notable parallel session I attended was run by Fiona Strawbridge from UCL, who facilitated a discussion on the role of the VLE in delivering e-assessment.  The main debate was whether anyone should really be using a live VLE for high-stakes assessment, or whether we should be using a dedicated e-assessment system.  The one favoured by everyone at the conference is QuestionMark Perception, which apparently is good, but has a steep learning curve.

As a learning technologist, I thought the big thing missing from the day was any discussion on the broader range of what I would still call e-assessment… assessing online communications, technology for revision, formative quizzes, peer-assessment etc.