BOYLE, A., 2007. The formative use of e-assessment : some early implentations, and suggestions for how we might move on. IN: Khandia, F. (ed.). 11th CAA International Computer Assisted Conference: Proceedings of the Conference on 10th & 11th July 2007 at Loughborough University, Loughborough, pp. 87-108.
This paper reviews research into the formative use of e-assessment. The
review groups implementations into three areas, and then suggests areas for
further research in each area. There are nine areas for further research in
The discussion section examines the areas for further research to establish
commonalities between them. By this process, it proposes four key issues to
inform the future of formative e-assessment research.
The key issues are:
• Better defining those instances where formative e-assessment
provides particular benefit over and above benefits that would accrue
from the use of formative assessment in any medium.
• Being aware of – and attempting to avoid – formative e-assessment
implementations that represent a reduced or impoverished conception
of formative assessment.
• Being aware of circumstances in which the introduction of formative eassessment
could lead to increased burdens on classroom
• The need to understand how students will be required to adopt novel
roles (e.g. different ways of working and communicating) when using