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    Technology enhanced assessment: Ottawa consensus statement and recommendations

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    Authors
    Fuller, Richard
    Goddard, V. C. T.
    Nadarajah, V. D.
    Treasure-Jones, T.
    Yeates, P.
    Scott, K.
    Webb, A.
    Valter, K.
    Pyorala, E.
    Affiliation
    Christie Education, The Christie NHS Foundation Trust, Manchester, UK
    Issue Date
    2022
    
    Metadata
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    Abstract
    Introduction: In 2011, a consensus report was produced on technology-enhanced assessment (TEA), its good practices, and future perspectives. Since then, technological advances have enabled innovative practices and tools that have revolutionised how learners are assessed. In this updated consensus, we bring together the potential of technology and the ultimate goals of assessment on learner attainment, faculty development, and improved healthcare practices. Methods: As a material for the report, we used the scholarly publications on TEA in both HPE and general higher education, feedback from 2020 Ottawa Conference workshops, and scholarly publications on assessment technology practices during the Covid-19 pandemic. Results and conclusion: The group identified areas of consensus that remained to be resolved and issues that arose in the evolution of TEA. We adopted a three-stage approach (readiness to adopt technology, application of assessment technology, and evaluation/dissemination). The application stage adopted an assessment 'lifecycle' approach and targeted five key foci: (1) Advancing authenticity of assessment, (2) Engaging learners with assessment, (3) Enhancing design and scheduling, (4) Optimising assessment delivery and recording learner achievement, and (5) Tracking learner progress and faculty activity and thereby supporting longitudinal learning and continuous assessment.
    Citation
    Fuller R, Goddard VCT, Nadarajah VD, Treasure-Jones T, Yeates P, Scott K, et al. Technology enhanced assessment: Ottawa consensus statement and recommendations. Medical teacher. 2022 Jun 30:1-15. PubMed PMID: 35771684. Epub 2022/07/01. eng.
    Journal
    Medical Teacher
    URI
    http://hdl.handle.net/10541/625406
    DOI
    10.1080/0142159x.2022.2083489
    PubMed ID
    35771684
    Additional Links
    https://dx.doi.org/10.1080/0142159x.2022.2083489
    Type
    Article
    Language
    en
    ae974a485f413a2113503eed53cd6c53
    10.1080/0142159x.2022.2083489
    Scopus Count
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