An overview of ICT-based assessment for engineering education

• Published in: European journal of engineering education Vol. 29; no. 2; pp. 241 - 250
• Main Authors: Heap, Nick W., Kear, Karen L., Bissell, Chris C.
• Format: Journal Article
• Language: English
• Published: Abingdon Taylor & Francis 01.06.2004; Taylor & Francis, Ltd; Taylor & Francis Ltd
• Subjects: Best Practices; Communities of Practice; Computer Assisted Testing; Education; Educational evaluation; Educational Objectives; Engineering; Engineering Education; Evaluation Methods; Evaluation Research; Feedback (Response); Information technology; Learning Theories; Technology Uses in Education
• ISSN: 0304-3797; 1469-5898
• DOI: 10.1080/0304379032000157204

A well-designed assessment strategy can motivate students, and help teachers and institutions to support deep learning. In contrast, inappropriate forms of assessment may promote surface learning, and will therefore fail to support the true goals of education. Recent theories of learning stress the value of dialogue, negotiation and feedback. Learning is seen to take place within communities of practice, where members collaborate to construct an understanding of their field of study. Assessment within such communities can help provide the feedback and shared meanings essential to membership. Information and communication technologies (ICTs) can facilitate the best aspects of assessment. Possibilities range from simple web-based tests for practice and self-assessment, through facilitation and assessment of group work, to recent developments in semantic analysis for automatic marking. Drawing on the lessons of learning theories, this paper explores how ICTs can support best practice in assessment for engineering education.