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dc.contributor.authorFuller, Richard
dc.contributor.authorGoddard, V. C. T.
dc.contributor.authorNadarajah, V. D.
dc.contributor.authorTreasure-Jones, T.
dc.contributor.authorYeates, P.
dc.contributor.authorScott, K.
dc.contributor.authorWebb, A.
dc.contributor.authorValter, K.
dc.contributor.authorPyorala, E.
dc.date.accessioned2022-08-17T09:45:32Z
dc.date.available2022-08-17T09:45:32Z
dc.date.issued2022en
dc.identifier.citationFuller 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.en
dc.identifier.pmid35771684en
dc.identifier.doi10.1080/0142159x.2022.2083489en
dc.identifier.urihttp://hdl.handle.net/10541/625406
dc.description.abstractIntroduction: 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.en
dc.language.isoenen
dc.relation.urlhttps://dx.doi.org/10.1080/0142159x.2022.2083489en
dc.titleTechnology enhanced assessment: Ottawa consensus statement and recommendationsen
dc.typeArticleen
dc.contributor.departmentChristie Education, The Christie NHS Foundation Trust, Manchester, UKen
dc.identifier.journalMedical Teacheren
dc.description.noteen]
refterms.dateFOA2022-08-22T10:52:19Z


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