This report is the result of an experts meeting exploring assessment in universities and colleges and how technology could be used to help address some of the problems and opportunities.<\/p>\n
Assessment is crucial to the educational process. Done properly, it drives improvement, shapes learner behaviour and provides accountability to employers and others.<\/p>\n
Front cover of future of assessment report
\nIt can also be a source of dissatisfaction, frustration and anxiety. Does it assess the right things? Is it getting the best from learners? Does it take place at the right points in the learning journey? Is it susceptible to cheating? Does it involve a sustainable workload?<\/p>\n
Existing and emerging technologies are starting to play a role in changing assessment and could help address these issues, both today and looking further ahead into the future, to make assessment smarter, faster, fairer and more effective.<\/p>\n
The report sets five targets for the next five years to progress assessment towards being more authentic, accessible, appropriately automated, continuous, and secure.<\/p>\n
Authentic<\/strong> Read the full report HERE<\/strong><\/a><\/p>\n","protected":false},"excerpt":{"rendered":" This report is the result of an experts meeting exploring assessment in universities and colleges and how technology could be used to help address some of the problems and opportunities. Assessment is crucial to the educational process. Done properly, it drives improvement, shapes learner behaviour and provides accountability to employers and others. Front cover of… Read more » about The future of assessment: five principles, five targets for 2025 – Jisc Report<\/span><\/a><\/p>\n","protected":false},"author":806,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[260,271,795,472,308,105],"tags":[],"class_list":["post-10804","post","type-post","status-publish","format-standard","hentry","category-assessment-and-feedback","category-curriculum-design","category-education","category-equality-and-diversity","category-he-students","category-jisc"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/10804","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/users\/806"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/comments?post=10804"}],"version-history":[{"count":2,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/10804\/revisions"}],"predecessor-version":[{"id":10806,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/10804\/revisions\/10806"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media?parent=10804"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/categories?post=10804"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/tags?post=10804"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nAssessments designed to prepare students for what they do next, using technology they will use in their careers
\nAccessible<\/strong>
\nAssessments designed with an accessibility-first principle
\nAppropriately automated<\/strong>
\nA balance found of automated and human marking to deliver maximum benefit to students
\nContinuous<\/strong>
\nAssessment data used to explore opportunities for continuous assessment to improve the learning experience
\nSecure<\/strong>
\nAuthoring detection and biometric authentication adopted for identification and remote proctoring<\/p>\n