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ALEKS stands for "Assessment and LEarning in Knowledge Spaces." The research behind ALEKS is briefly discussed in non-technical terms in "The Assessment of Knowledge in Theory and in Practice". ALEKS is the practical realization of Knowledge Space Theory – the result of ground-breaking research in mathematical cognitive science initiated by Professor Jean-Claude Falmagne at New York University (NYU) and the University of California, Irvine (UCI) and Professor Jean-Paul Doignon at the University of Brussels. The core mathematical theory was created between 1983 and 1992 with the financial support of several National Science Foundation (NSF) grants to Falmagne at NYU and UCI. (Learn more about the National Science Foundation at www.nsf.gov.)

TAO is the french acronym for Testing Assisté par Ordinateur (Computer Based Testing). The TAO framework provides a general and open architecture for computer-assisted test development and delivery, with the potential to respond to the whole range of evaluation needs. The TAO platform provides to all the actors of the entire computer-based assessment process a comprehensive set of functionalities enabling the creation, the management, and the delivery of electronic assessments. The TAO project is developed by the EMACS research unit of the University of Luxembourg and the CITI department of the Centre de Recherche Public Henri Tudor.

Project e-scape originated in a QCA project (2003-4) entitled ‘assessing design innovation’. In that project we developed an approach to assessment in design & technology that encouraged creativity and teamwork, and was based on a 6hr structured coursework activity. (see research report Assessing Design Innovation). The approach has since been adopted by OCR as the ‘innovation challenge’ in their new Product Design specification.

Ministers had intended to introduce the Key Stage 3 test in ICT as a statutory end of Key Stage 3 summative assessment, but announced in January 2007 that it will be remodelled as a formative assessment tool, helping schools to use assessment to drive improvement and raise standards.

The Student Enhanced Learning through Effective Formative Feedback (SENLEF) project team have produced a publication with resources for practitioners wishing to improve their feedback practice to students or get some new ideas on how to enhance their current practice. Over a period of nine months examples of current practice and innovative ideas on providing formative assessment feedback to students were collected from Scottish higher education institutions. The information gathered provided a collection of case studies, which forms the basis of the project. This project also brings together the research on formative assessment and feedback and provides principles for good practice and workshop materials that will be included in the publication. The publication includes: - - A series of case studies - A theoretical model - Seven principles for good effective practice - Workshop plans for using the materials.

“Hate marking, love learning.” How many teachers would disagree with that? And this simple mantra lies behind some of the most innovative software for assessment for learning that is being taken up by schools, local authorities and even the Specialist

Yesterday, while waiting for the principle to award the prizes, the programming competition winners showed us a "bloopers reel" of mistakes they made while they were working on their project. THis works for graphics programming because if you get some...

An audit of academic staff's perceptions of their extant assessment practices was carried out by questionnaire. Views on the principles and concepts of assessment showed there to be inconsistencies in the perceptions held. Essentially staff had aspirations towards authentic assessment but engaged in practices which militated against this being fully realised. The findings imply that assessment must be understood conceptually as well as procedurally.

Helen Ashton Published 28 Oct, 2008 e-Assessment promises lecturers and tutors the opportunity to both streamline the assessment process and to allow for greater variety and creativity in testing students. Helen Ashton, an active member of the JISC CETIS Assessment Special Interest Group and a lecturer specialising in the design and development of e-assessment systems, explores e-assessment from a practitioner's perspective. In this article she looks at each stage of the e-assessment life cycle from what to assess to how to measure student performance.

This paper by Caroline Maughan (University of the West of England) and Julian Webb (University of Westminster), initially given at the UKCLE seminar 'From little acorns...' in November 2001, provides an overview of models of small group learning, plus tips on how to make group learning work and an overview of assessment issues.

“Group projects aren't fair” is a frequent student response in higher education. Group work is used to facilitate peer learning and encourage students to develop collaboration, a crucial graduate attribute. Since assessment strongly influences learning, any course objective to improve peer learning and/or collaboration must have assessment that promotes it. Self and peer assessment is a valid solution for promoting these objectives and overcoming potential inequities of equal marks for unequal contributions. Group members are responsible for negotiating and managing the balance of contributions and then assessing whether the balance has been achieved. SPARK is an 'open source' web-based self and peer assessment kit solving major problems in current paper-based approaches. It enables confidentiality to students rating their own and their peers' contributions. A range of criteria related to team tasks and maintenance promotes fair acknowledgment of individuals' contributions. SPARK automates significant data collection, collation and calculation problems that academics would otherwise face. The factors produced by SPARK are used to change group marks to individual marks. Without this automation, academics with large classes simply could not consider self and peer assessment.

What might fairer assessment look like, and how might technology be used to create fairer assessment tools? This workshop explored issues about the role of assessment in educational and social justice, and the potential role of new technologies.