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e-Assessment tales: what types of literature are informing day-to-day practice?

Whitelock, Denise; Gilbert, Lester and Gale, Veronica (2013). e-Assessment tales: what types of literature are informing day-to-day practice? International Journal of e-Assessment, 3(1)

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This desktop research commissioned by the Higher Education Academy set out to consult with the academic community about which references on assessment and feedback with technology- enhancement were most useful to practitioners. While all the recommended publications may be characterised as reputable and the majority were peer-reviewed (67.7%), only a minority provided quantitative data (28.2%), of which relatively few provided appropriate experimental designs or statistical analysis (18.5%). The majority of publications were practitioner-led case studies. The references that were recommended to us are clearly having an impact on current practice and are found valuable by practitioners. The key messages from these sources are consistent and often give detailed and practical guidance for other academics. We found that most of the recommended literature focused on the goals that technology-enhancement can enable assessment and feedback to meet and how assessment and feedback can be designed to make best use of the technology.

Item Type: Journal Item
Copyright Holders: 2013 Not known
ISSN: 2045-9432
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetHEA
Extra Information: CAA 2012 Issue: Pedagogy and Technology: Harmony and Tensions
Keywords: technology-enhanced assessment; e-feedback; evidence-based literature; audio feedback; learning design; peer assessment
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 36935
Depositing User: Denise Whitelock
Date Deposited: 20 Mar 2013 09:07
Last Modified: 15 Dec 2018 08:57
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