An Adaptive trust-based e-assessment System for Learning TeSLA
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18 May 2016
Denise Whitelock, Simon Cross, Aida Azadegan and Bart Rienties
With the arrival of e-assessments in MOOCs and distance learning, a vast body of research has looked at the key success criteria for successful and authentic forms of online assessment and feedback (REF). At the same time, an increasing number of scholars, practitioners, and students have expressed concerns about the authenticity of a person submitting his/her assignments online (REF). At CALRG, we aim to present an innovative approach to learner authentication and authorship that is currently be developed by 18 leading partners in e-assessment.
The overall objective of the TeSLA project is to define and develop an e-assessment system, which ensures learners authentication and authorship in online and blended learning environments while avoiding the time and physical space limitations imposed by face-to-face examination. The TeSLA software is being designed to support any e-assessment model (formative, summative and continuous) covering teaching and learning processes as well as ethical, legal and technological aspects. The OU UK will be one of the partner distance learning institutions, the others include UOC, OUNL, SU,TUS, AU, and JYU that will conduct several pilot studies of the TeSLA e-assessment system that guarantee the equality of opportunity and respect for diversity in real teaching and learning scenarios while ensuring the authentication and authorship of the learners during the e-assessment processes. More importantly the OU is taking the lead evaluation of the pilot studies and associated development activity. This task aims to gather stakeholder views in respect to what measures, indicators and key questions that the project will employ in its evaluation of the pilot studies and associated development activity. These will be used to develop an Evaluation Framework that not only sets the definition of type and format of data to be collected and structure for monitoring and reporting of evaluation data, but will serve to highlight what each stakeholder groups considers most important for determining the success and effectiveness of the assessment tools and their implementation. At CALRG, we are particularly interested to discuss and share best-practice in e-assessment authentication with the audience.