Integrated and enhanced e-assessment forms for learning: scenarios from ALICE project

Abstract

The emergence of Web 2.0 and the influence of Information and Communication Technology (ICT) have fostered e-learning to be more interactive, challenging, and situated. As a result, learners felt empowered when they are engaged in collaborative learning activities and self-directed learning. The learners are also provided with e-learning systems that would maintain their social identity and situated learning experience. Given the different learning styles of students, educators are faced with the challenge of having to develop assessments which are required to appraise the students’ learning process. This paper discusses two main scenarios of integrated and enhanced e-assessment forms form an EC-funded project named ALICE. The two scenarios of enhanced forms of e-assessment are used in collaborative learning activities and self-directed learning. Results have shown that integrated self, peer-assessment activities can be used to support students learning. Moreover, they provide valuable feedback in order to scaffold students learning.