Abstract
It is generally believed that assessment has important impact on instruction and learning (Gibbs, 1999; Scouller, 1998). The existence of gaps between educational system and the real world of work cause to materialize e-assessment as an essential component of teaching contexts. In fact, virtual and practical e- assessment provides feedbacks for students to meet what they need for regulation of good performance in the authentic environments. The expansion of virtual e-assessment is one of the controversial issues among training administrators to generate valid and reliable assessments results in higher education contexts by undertaking purposes such as providing a basis for evaluating the quality of instructional context and serving feedback loops for learners by associating themselves in self-assessment to actualize their desires. In the same line, the present paper has an attempt to discuss a conceptual framework for implementation of reliable and valid e-assessment in web-based courses by highlighting viewpoints of different scholars with regard to the role of e-assessment as an integral part of teaching and learning process.
Highlights
To aid administrative efficiencyE-assessment methods can provide different question/answer formats to support many types of test
E-assessment uses computer and information technology to make the assessment process more efficient by automating functions that would otherwise require human assessors
Achieves validity and reliability with appropriate criteria for scoring varied products (Wiggins, 1990; Lajoie, 1991; Resnick & Resnick, 1992). Such guidelines enable teachers to create learning environments using authentic contexts and scenarios that ensure assessment truly measures whether students can use their knowledge effectively and realistically, as opposed to the reproduction of surface knowledge that is quickly forgotten after an examination or test
Summary
E-assessment methods can provide different question/answer formats to support many types of test. It was developed as a result of criticism of multiple-choice tests, which usually only provide a superficial idea of what a student has learned and do not indicate what a student can do with what was acquired (Aiken, 1996) One method to this end, according to Wiggins (1998), is the use of rubrics, which are sets of criteria that evaluate performance. Achieves validity and reliability with appropriate criteria for scoring varied products (Wiggins, 1990; Lajoie, 1991; Resnick & Resnick, 1992) Such guidelines enable teachers to create learning environments using authentic contexts and scenarios that ensure assessment truly measures whether students can use their knowledge effectively and realistically, as opposed to the reproduction of surface knowledge that is quickly forgotten after an examination or test.
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