ABSTRACT
Assessment techniques have tended to lag behind the innovative teaching that has been taking place within higher education. Much of this is to do with the regulation concerning the validation of courses that governs the type and quantity of assessment allowed. This prevents, to some degree, an innovative approach to assessment. However, we are seeing increasing interest in how we can assess students to support the varied learning outcomes we are adopting in our teaching programmes. In this chapter we will discuss:
the dilemmas we face as practitioners regarding assessment (5.1);
the uses of technology in the assessment process – delivering tests, an aid to collaborative learning assessment, electronic portfolios, etc (5.3);
how we deliver and manage computer aided assessment (5.3);
the software we can use and some practical exercises to try out from the Active*Guide at https://www.clt.soton.ac.uk/activeguide.
