A paper published by Jisc, UK higher education’s main technology body analyses the impact of continuous assessments attained through the use of digital tools. The paper says “digital tools offer a host of opportunities for students to capture and reflect on evidence of learning, to share and record progress.”
However, the report warns a danger that the continual, low-level assessment may prove to be more stressful for students. And, while the automation of the workload may reduce work pressure for staff, it says some lecturers “may also be prepared to experience a small increase in workload in order to transit to a better continual assessment focussed approach.”
Andy McGregor, the director of the Jisc said that the trend would be needed to watch closely.
He added, “I think technology offers solutions but there are also some risks along, that’s why technology is never the answer on its own.”
What do you need to know about assessment practice in Indian Universities?
Examinations are the core of learning assessment in India.
The majority of Indian Universities adopt CBCS (Choice based credit system) suggested by UGC (University Grants Commission).
CBCS is a step towards moving away from numerical marking to grading. To bring the uniformity in assessments, UGC formulated CBCS guidelines to be adopted by the universities.
While the UGC recommended a ten-point grading system with letter grades, the adoption of this system by the Indian universities is variable.
