A Conceptual Framework for E-Assessment in Higher Education: Authenticity, Consistency, Transparency, and Practicability

The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, naturally implying the resource to a variety of assessment strategies. Within this context, we have seen the emergence of what has been called by several authors, the Assessment Culture. Furthermore, Higher Education e-learning environments have also promoted the use of new e-assessment strategies. Therefore, it is important to reconsider the concept of quality assessment in Higher Education online contexts, and particularly how to develop it in the present learning landscapes. In this chapter, the authors present a new conceptual framework for digital assessment in Higher Education supported by four dimensions—authenticity, consistency, transparency, and practicability—each composed by a set of criteria, aimed at promoting the quality of the assessment strategies being used. This framework was developed based on the expansion of the concept of validity supported by edumetric qualities. Luís Tinoca University of Lisbon, Portugal Alda Pereira Universidade Aberta, Portugal Isolina Oliveira Universidade Aberta, Portugal DOI: 10.4018/978-1-4666-4458-8.ch033

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