Abstract
This chapter offers insights on how to address the key challenges facing universities in implementation of competence-based learning through effective use of formative e-assessment in e-learning for achievement of core competences. It is important to emphasize that use of formative e-assessment as a tool for assessment for learning (formative assessment) is an integral requirement for active and meaningful engagement in e-learning. However, such a focus has been inadequate based on what characterizes continuous assessment in many university e-learning settings particularly in developing nations. Validity of continuous assessment cannot be realized without purposeful focus on formative assessment and tailored feedback. This chapter contributes to better understanding of the pedagogical role and desirable best practices in applying formative e-assessment from a contextualized perspective towards competence-based e-learning. Contextualization implies paying attention to the unique needs of particular e-learning settings including ICT capacity, learners' needs, and experiences.
TopIntroduction
Assessment is a key aspect in teaching and learning processes at all levels of education. Research and practice-based evidence elucidate assessment as one of the core elements of an effectively designed learning environment (Branford et al., 2000; Kyei-Blankson et al., 2016). Assessment centeredness implies providing learners with adequate opportunities to demonstrate their developing abilities, illuminate their learning needs, and opportunities to receive continuous formative feedback (Gikandi & morrow, 2016). Intertwined with assessment centeredness is learner centered perspectives which imply learning engagement that is congruent with individual learner’s strengths, interests and real-life experiences (Bransford et al., 2000, pp. 129-154). Assessment is therefore one of the most influential factors that affect learning and teaching in formal educational settings (Bransford et al., 2000; Gikandi et al., 2011; Peculea & Peculea, 2019). Empirical research has also shown that the synergy between learner and assessment centered dimensions are antecedent to knowledge centeredness which is a key goal in education (Rich et al., 2014; Gikandi, 2019; Vonderwell et al., 2007). Similarly, community centeredness is crucial in promoting the other three elements by fostering interactive collaborations among the learners, and between learners and the teacher (Dyer, 2018; Ladyshewsky, 2013).
A key component in the competence-based education is re-alignment of teaching, learning and assessment with a shift from high-stake examinations to application of knowledge and competence-oriented assessment. Various researchers emphasize that effective pedagogical approaches require that assessment is aligned and integrated to teaching and learning processes (Gaytan & McEwen, 2007; Vondewell et al., 2007). According to these researchers, productive higher education requires appropriate alignment among teaching, learning and assessment in order to adequately meet the rapidly evolving needs for professional learners in the knowledge society (Lara, et al., 2020). The ultimate goal is to nurture learners’ potential and promote development of core competences and skills which include communication and collaboration; self-efficacy; critical thinking and problem solving; creativity and imagination; citizenship; digital literacy; and learning to learn. The pedagogical approach being advanced in this chapter also emphasize on establishing congruent assessment strategies in e-learning settings that reinforce the current needs of digital society including computer-supported learning and digital literacy. E-learning in this context refers to a range of educational delivery modes including online learning, blended learning, and computer-supported distance learning. Facilitating embedded assessment through use of formative e-assessment implies leveraging ubiquitous ICT to integrate continuous assessment for both formative and summative purposes (Gikandi, 2019). This enables use of formative e-assessment to facilitate active learning and tailored teaching, thus actualizing the potential of formative e-assessment as a tool for competence-based education. More importantly, effective use of formative e-assessment in University education will also support progressively documentation of assessment processes and products thus enhancing learners’ engagement and quality formative feedback. These in turn will promote quality, fairness and transparency; aspects that are critical in educational assessment.
Key Terms in this Chapter
Assessment for Learning: It’s a holistic iterative process of establishing what, how much and how well students are learning in relation to the learning goals and expected outcomes in order to inform tailored formative feedback and support further learning. It relates to assessment within Zone of proximal development (ZPD) which is integrated within teaching and learning processes to gather information about learners’ progression and their responsiveness to variety of scaffolding techniques.
Transferable Learning: Learning that is robust, meaningful, and applicable in real-life contexts. In online learning, it is manifested through active, interactive, collaborative, contextualized, multi-dimensional and reflective discourse in ways that foster self-regulation.
Assessment of Learning: It refers to summative assessment activities which measures what students have learned at the end of some defined period and are usually aggregated into learner’s overall grade to depict individual performance in respective courses. It relates to assessment of ZPD which measures the learning that has taken place as a result of the teaching and scaffolding processes.
Situated Learning: Learning that occurs when learners are engaged actively in performing authentic activities that reflect real-world contexts within a learning community of both teacher and peers are key learning resources; and in which learning opportunities are shaped by learning experiences within a social context as opposed to prescribed structures.
Authentic Assessment Activities: Embedded assessment that are integrated within teaching and learning processes and are appropriately complex to stimulate on-going on-task interactions as learners engage with others within the online discourse by sharing of diverse perspectives, and contextualized and reflective dialogue in the process of accomplishing the expected outcomes.
Formative E-Assessment: Refers to ICT-supported pedagogical strategy towards development and assessment of core educational competencies; a sustained learner-centered process that involves purposeful monitoring and continuous assessment of learning processes and products, in order to inform tailored formative feedback.
E-Learning: A form of distance education (or online learning) where teaching and learning is primarily conducted through web and/or mobile-supported ICT to facilitate learning processes and does not require the teacher and the learner to be available at the same time and place.
Reflective Learning: A three-stage processes which entail learner’s preparation, engagement, and processing. In the preparatory phase, the learner examines the situation; in engagement stage, the learner reviews the experience received from the practice; and in the processing stage, and the learner consolidates the experience to apply it in new context.