awards

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The Scottish e-Assessment Awards 2010*, recognise excellence and innovation in using e-Assessment, to improve the educational experience of learners.

The Awards are offered by the e-Assessment Association and JISC Regional Support Centre Scotland North & East in the following categories:

Entries for the Awards are being accepted now, with a deadline of 20th August for submissions.
All entries for the Awards must be submitted to SeAA@rsc-ne-scotland.ac.uk using the Submission Form available here.

The following criteria will be used by the judges to guide them in the evaluation of submitted entries:

When completing the submission form, show how your entry matches the above criteria, giving more detail where there is a strong link with a particular criterion. The judges must be satisfied that the entry is of high quality, and offers significant benefits that differentiate it from other similar entries.

There may be a case where a submission technically qualifies for two categories - for example a formative assessment delivered through a mobile platform. In such as situation, submitting parties are encouraged to select the most relevant category. A single submission cannot be entered into multiple categories.

* The Awards are open to entrants who have developed products/processes in Scotland, or are using products/processes within a Scottish institution.

View the 2009 Winners here.

Categories

	Formative e-Assessment This involves the process of evaluating learner progress which is used to modify learning and teaching. Black and Wiliam (2009) conceptualise formative assessment in terms of five key strategies: Engineering effective classroom discussion, questions, and learning tasks that elicit evidence of learning Providing feedback that moves learners forward Clarifying and sharing learning intentions and criteria for success Activating students as owners of their own learning Activating students as instructional resources for one another Entries in this category should clearly demonstrate how technology has been used (or is intended to support) the practice of formative e-Assessment. top
	Summative e-Assessment Summative assessment can be defined as: “An assessment … used to make a judgement on the candidate’s overall achievement. A key purpose of summative assessment is to record, and often grade, the candidate’s performance in relation to the stated learning objectives of the programme.” JISC e-Assessment Glossary (2006) Entries should clearly demonstrate the use of technology to support the practice of summative e-Assessment. top
	e-Portfolio/e-PDP The modern idea of an e-Portfolio was described by Sutherland and Powell in 2007 as: “A purposeful aggregation of digital items - ideas, evidence, reflections, feedback, etc. which ‘presents’ a selected audience with evidence of a person’s learning and/or ability.” This homogeneous form of e-Assessment, now commonly associated with electronic Personal Development Plans (e-PDPs), has been the subject of increasing attention in recent years. Entries should clearly demonstrate how technology has been used to facilitate the use of e-Portfolios/e-PDPs in education. top
	Mobile e-Assessment The 21st-Century learner has greater than ever access to mobile devices, such as phones, PDAs, handheld gaming devices and netbooks. This has opened the possibility of delivering education, including assessment, in new and exciting ways beyond the normal boundaries of the classroom. Entries should clearly demonstrate how the practice of e-Assessment has been facilitated through the use of mobile technologies. top
	Facilitating e-Assessment The assessment types above represent the visible evidence of e-Assessment. However, there is a tremendous amount of development and administrative work ‘behind the scenes’ of any assessment process such as authoring question items, distributing tests, invigilation and marking. Entries in this category should clearly demonstrate the application of technology to facilitate the administration of assessments. top
	Innovation This overarching category may combine elements of all the areas described above. The Scottish e-Assessment Award for Innovation will highlight an example of best practice in e-Assessment, which clearly demonstrates the full potential of the technology and its practical application. There is no separate application for this category, with an overall winner to be selected from entries in the other five categories. top

Criteria

1. Has a positive impact on learning and teaching
The judges will assess your entry against a range of features, such as:

• clear guidance, with examples, on how the assessments contribute to learning and teaching
• a range of actions, following an assessment, providing positive links to the next stage of learning
• opportunities for learners and teachers to use the outcomes of assessments to structure learning in a consistent way
• a close match between the nature of the challenge to the learner and the learning objectives covered in the content
• evidence that the objectives are attainable at each step, but cumulatively challenging enough to offer concrete learning development
• encouragement for learners to demonstrate understanding and achievement in original ways possibly not available in traditional learning materials

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2. Demonstrates sound design principles
The judges will assess your entry against a range of design features, such as:

• evidence of a coherent overall design strategy
• prompt and sufficiently detailed feedback to learner actions during the assessment to sustain learner interest
• if designed to be adaptive, evidence of adaptability, flexible access and opportunities to support personalised learning - is feedback tailored to individual users?
• motivational screen design appropriate to the intended audience
• easy navigation and clear indexing
• appropriate feedback and outcomes which positively contribute to learning and teaching

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3. Supports and promotes inclusive practice
When assessing your entry, the judges will favour products which can be used in both mainstream and special educational needs settings. There should be clear emphasis on how the assessment instrument supports inclusive practice.

The judges will assess your entry against a range of features, such as:

• e-Assessment matched to a range of learning styles, together with adaptability and flexibility where appropriate
• accessibility by a wide range of users
• the potential to enhance the learning experience by customising features – e.g. alternative formats, audio options, or adjustable text size
• strong support for learner autonomy through variation of pace or differentiation of tasks
• evidence that the instrument addresses user diversity, avoiding bias and stereotyping

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4. Engages and motivates
The judges will assess your entry against a range of features, such as:

• use of ICT to offer new opportunities for engaging and motivating learners
• ways of recording learner achievement that promote motivation
• effective feedback mechanisms that stimulate and maintain learner interest
• sophisticated feedback, addressing learners’ misconceptions, together with proposals for appropriate remedial action
• opportunities for building confidence and self-esteem

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2009 Winners


Formative e-Assessment (joint winner)	Formative e-Assessment (joint winner)	Summative e-Assessment	e-Portfolio /ePDP	e-Assessment Administration	Innovation
e-scape Scotland	Formative e-Assessment in Mathematics Using SCHOLAR	Free Text Response Progress Test	Embedding e-Portfolios in the FE Curriculum	Using e-Assessment in a Business Context	SIMPLE (SIMulated Professional Learning Environment)
University of Edinburgh	Hermitage Academy	Dundee Medical School	Dumfries & Galloway College	Scottish Water	University of Strathclyde

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