Digital assessment: assessing what counts, the performance.

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Digital assessment: assessing what counts, the performance.

Future generations will look back at current assessment practices and wonder why it took so long to replace pen and paper assessment with digital assessment. Digitization of the assessment process, from student work to the recording of marks, is being done in education now but haphazardly and often only as a replication of the paper assessment. The desired goals and aims of assessment have rarely been fully achieved with pen and paper assessment. Could digital assessment finally achieve them?This presentation will firstly provide an overview of current research into Digital Forms of Assessment (DFA) from the capturing of student authentic performance to high stakescomparative pairs marking. Followed by the research results and findings of the digitizationof a 3-hour Year 12 exam in Engineering Studies that captured the student’,s performance overtime, in text, drawing, pictures and video. The teachers and students were surveyed preandpost-exam to obtain their use and attitudes to ICT and to the digital exam. The student digital performance results were assessed in three ways, analytically by the teacher, by twoexternal markers that used a digital marking rubric and by comparative pair marking. The ,reliability, validity, manageability and scalability are discussed.

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