ABSTRACT
Innovative assessment methods in information and computer sciences (ICS) are often electronic. The motivational impact of the assessment is less to do with its electronic nature than with its pedagogical design, but electronic support often makes such assessment feasible with limited resources. Objective tests, peer, group and self-assessment often motivate students better than traditional examinations and coursework but they also carry risks to motivation and learning, so careful design is needed. This chapter discusses these methods and their motivational impact with reference to the generic and ICS literature. Due to lack of space I have omitted other electronic assessments such as assessed online discussion.
