Fuller, R, Goddard, VCT, Nadarajah, VD, Treasure-Jones, T, Yeates, P ORCID: https://orcid.org/0000-0001-6316-4051, Scott, K, Webb, A, Valter, K and Pyorala, E (2022) Technology enhanced assessment: Ottawa consensus statement and recommendations. Medical Teacher. 1 - 15.

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Abstract

INTRODUCTION: In 2011, a consensus report was produced on technology-enhanced assessment (TEA), its good practices, and future perspectives. Since then, technological advances have enabled innovative practices and tools that have revolutionised how learners are assessed. In this updated consensus, we bring together the potential of technology and the ultimate goals of assessment on learner attainment, faculty development, and improved healthcare practices. METHODS: As a material for the report, we used the scholarly publications on TEA in both HPE and general higher education, feedback from 2020 Ottawa Conference workshops, and scholarly publications on assessment technology practices during the Covid-19 pandemic. RESULTS AND CONCLUSION: The group identified areas of consensus that remained to be resolved and issues that arose in the evolution of TEA. We adopted a three-stage approach (readiness to adopt technology, application of assessment technology, and evaluation/dissemination). The application stage adopted an assessment 'lifecycle' approach and targeted five key foci: (1) Advancing authenticity of assessment, (2) Engaging learners with assessment, (3) Enhancing design and scheduling, (4) Optimising assessment delivery and recording learner achievement, and (5) Tracking learner progress and faculty activity and thereby supporting longitudinal learning and continuous assessment.

Item Type: Article
Uncontrolled Keywords: Assessment; curriculum; medical education research
Subjects: R Medicine > R Medicine (General)
R Medicine > R Medicine (General) > R735 Medical education. Medical schools. Research
Divisions: Faculty of Medicine and Health Sciences > School of Medicine
Related URLs:
Depositing User: Symplectic
Date Deposited: 08 Aug 2022 13:02
Last Modified: 08 Aug 2022 13:02
URI: https://eprints.keele.ac.uk/id/eprint/11183

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