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The Digital Assessment News

27th November 2020

Beyond 2020: how a global pandemic changed the digital assessment conversation

Back in October 2018, we held an event at the IB Global Centre in Cardiff called 2020 and Beyond: Opportunities and Challenges for Assessment in the Digital Age. Little did we know at the time quite how pivotal this year would be in terms of accelerating the journey to e-learning and e-assessment for educational and awarding organisations worldwide. Educators and assessment specialists in 2020 have re-ignited conversations on the purpose of assessment and how we can deliver them in the fairest and most equitable way.

26th October 2020

How to select an e-marking supplier: 7 key questions to ask

Choosing the right fit for e-marking within your organisation or institution is a big decision. So how do you know which one is right for you? Quality and collaboration should be at the forefront of your mind when selecting a supplier; focussing on some key questions will help you to discover whether their vision and values align with yours.

16th September 2020 | Insider

How e-marking is revolutionising exam security

Exam security is a key priority for awarding organisations, with continuous work undertaken to clamp down on opportunities for cheating, malpractice, bias or grade interference during the assessment process. However, the administration of exam papers and completed scripts presents a number of vulnerabilities.  

13th August 2020

Using Peer Assessment to deliver an impactful online learning experience

"Tell me and I forget, teach me and I may remember, involve me and I understand". This ancient Chinese proverb remains the truest principle of the process of learning. While we see this doctrine in practice across many areas of the education system, there is one huge element where it is often notably missing: assessment. 

10th July 2020

The top 10 benefits of e-marking

Considering making the change from paper-based marking to digital can seem like a daunting prospect. Overhauling the way your organisation marks exams requires change to your processes, examiner recruitment and training and exam sessions but change that brings benefits. So is it worth the disruption to implement e-marking and what could it mean for you and your organisation?

26th March 2020

Remote learning during the COVID-19 pandemic

The coronavirus pandemic has caused mass disruption, with schools and universities shutting their doors worldwide. We do not know how long this will last, but we do know that education cannot simply stop. Over the recent weeks and months, educational institutions around the world have been turning to remote teaching and learning.

6th March 2020

The future of formative assessment

Formative assessment is one area where schools, colleges and universities have the ability and autonomy to use an increasing number of digital tools to improve their assessment and feedback processes to improve learning and attainment.

4th February 2020

E-marking and the future of assessment (inc. artificial intelligence)

We are at a critical point in the development of education – the current education system faces the challenge of keeping up with the development of technology and preparing students for jobs of the future that may not even exist yet. Take a look into the future.

30th January 2020

Dispelling the myths around e-marking

Many awarding organisations and ministries of education are grappling with how to transition from paper-based marking to e-marking. Even though e-marking is used to mark the majority of school leaver exams in the UK and its use is increasing around the world, there are still lots of misconceptions around it. In this article we have dispelled the most common myths surrounding e-marking.

14th January 2020

Assessment in the fourth industrial revolution: what can we learn from other industries?

As a society, we have already embarked on what is known as the 'fourth industrial revolution'. Few industries remain untouched by the advent of new technologies, yet the pace of change has varied considerably within each. Where does assessment sit within this, and what can we learn from those ahead of us?

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