Digital Assessment

The term ‘Digital Assessment’ can mean different things to different people. Some of us may think of a coursework assignment such as an essay being submitted via an e-assessment portal, while others may think of a computer-based test which is automatically marked and returned to students. However, the term digital assessment also describes a wide range of methods and approaches that can include video presentations, digital posters, podcasts, e-portfolios and, of course, digital exams.

At UH we provide a selection of tools to support both formative and summative forms of digital assessment and even though the digital mediums can vary, they can often be used to assess the same learning outcomes. Because of this, digital assessment is an important consideration within our Herts Learning Principles, particularly in relation to offering opportunities for personalisation, and allowing students to express their ideas in a form that is more suited to them. At the same time, the flexibility that digital approaches can afford, also helps us to further ensure that our assessment designs are both inclusive and accessible.

A digital approach to assessment can also create opportunities for students to develop their digital skills. Being able to design digital content that communicates complex ideas, not only supports students throughout their time at University, but can also prepare them for their future places of work where digital skills are increasingly valued and sought after.

Canvas Quizzes

Canvas Assignments

A student watching a video on his laptop

Turnitin

Digital Assessment: Pilot Project
As part of our digital transformation at Herts, the Centre for Learning, Access, and Student Success, Library and Computing Services, the Exams Office, and the Centre for Academic Quality Assurance, are working together to understand how we can better support digital exams and in-class tests. Through a series of pilots, the project aims to identify the requirements of a digital assessment service considering the following factors:
Herts Learning
- To support greater choice on where, when and how students are assessed, including assessments that may take place on campus, in hybrid form or remotely.
- To support opportunities for more authentic assessment designs through the use of technology.
Academic integrity
- To ensure academic integrity is upheld through appropriate security measures, in addition to assessment design.
- To identify where existing University Policies and Regulations may need to evolve in order to reflect digital assessment practices and ensure we continue to meet the high standards set by our Professional, Statutory and Regulatory Bodies (PSRBs).
User Experience
- To ensure a positive and inclusive student experience, reducing instances of anxiety, and academic offences.
- To ensure a positive staff experience, reducing inefficiencies, human error, and the need for interventions and workarounds.
Operational Requirements:
- To identify the operational requirements of delivering a centralised digital exams service, including digital assessment expertise.
- To identify infrastructure limitations including those relating to assessment spaces, network connectivity, systems integrations (VLE, Exam Timetable).
In 2022/23 we aim to complete a number of low stakes pilots working with staff and students across four academic schools. In 2023/24 we will build on this work in order to support higher stakes summative assessments under exam conditions.