The formative use of e-assessment : some early implentations, and suggestions for how we might move on

This paper reviews research into the formative use of e-assessment. The review groups implementations into three areas, and then suggests areas for further research in each area. There are nine areas for further research in total. The discussion section examines the areas for further research to establish commonalities between them. By this process, it proposes four key issues to inform the future of formative e-assessment research. The key issues are: • Better defining those instances where formative e-assessment provides particular benefit over and above benefits that would accrue from the use of formative assessment in any medium. • Being aware of – and attempting to avoid – formative e-assessment implementations that represent a reduced or impoverished conception of formative assessment. • Being aware of circumstances in which the introduction of formative eassessment could lead to increased burdens on classroom practitioners. • The need to understand how students will be required to adopt novel roles (e.g. different ways of working and communicating) when using formative e-assessment. 8