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Clarity over roles and responsibilities for digital tools supporting assessment; how decisions to invest in new tools are made, who they are available to, and how they are supported when operational

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Digital tools can offer great possibilties: automated rich feedback, authentic assessment, 3D/VR, portfolio-type software to support learning

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Security, privacy, interoperability/integration with other systems. Fraud prevention (increased by upcoming GAI).
Lack of assessment literacy.
Change fatigue.

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Increase in use of BYOD for taking tests. Integrating 'other' software (excel, spss, etc.)  in the 'regular' test.
More focus on portfolio and feedback.

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Test platforms:
There are a number of Dutch based digital platforms for taking (summative) tests: Testvision, Remindo (by Paragin), ANS Delft. About ten years ago a lot of institutions uses QMP, but in most cases this has been replaced by one of the three mentioned above.

Lockdown browser:
Schoolyear is becoming popular as lockdown browser. It's closed source, which makes it less susceptible to fraud then Safe Exam Browser.

LMS:
Institutions also use LMS's like Canvas and Brightspace.

Proctoring:
Some institutions use online proctoring, but only in rare cases. Most common are: ProctorExam, RP Now, Proctorio.

(Peer)feedback & e-Portfolio's:
FeedbackFruits, Drieam, Pebble, Scorion (by Parantion) and possibly more

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Meaningful engagement with users as part of the design and development.

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Meaningful engagement with users as part of the design and development.

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Hopefully enable a more varied approach to assessment, supporting neurodiverse learners and academics better, and those with ALN. There is a need for digital literacy / skills development also - to enable informed decisions to be made.

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Hopefully enable a more varied approach to assessment, supporting neurodiverse learners and academics better, and those with ALN. There is a need for digital literacy / skills development also - to enable informed decisions to be made.

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Jumping on the new favourite thing without the evidence for informed decision making - maybe we have to consider where we want to , and how and then cons ider the best tools for this - not the other way around.

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Jumping on the new favourite thing without the evidence for informed decision making - maybe we have to consider where we want to , and how and then cons ider the best tools for this - not the other way around.

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I suppose AI, but also VR but also probably broaden to hopefully enable a far more inclusive approach....

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I suppose AI, but also VR but also probably broaden to hopefully enable a far more inclusive approach....

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Moodle, Turnitin, Padlet, Pebblepad and probably lots of pockets of a range of tools I know nothing about...

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Moodle, Turnitin, Padlet, Pebblepad and probably lots of pockets of a range of tools I know nothing about...

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integration with existing systems, too many tools proliferating, proprietary ed tech companies dominating a market, misuse of learner analytics for surveillance rather than support 

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integration with existing systems, too many tools proliferating, proprietary ed tech companies dominating a market, misuse of learner analytics for surveillance rather than support 

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we have an opportunity to use AI concerns as a catalyst for radical assessment change or to just have a series of kneejerk reactions 

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we have an opportunity to use AI concerns as a catalyst for radical assessment change or to just have a series of kneejerk reactions 

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Moodle and related tools/plugins, Kaizen (formally e-portfolio for medical education), pilot of Feedback Fruits, padlet, pollev, Mahara

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Moodle and related tools/plugins, Kaizen (formally e-portfolio for medical education), pilot of Feedback Fruits, padlet, pollev, Mahara

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Link from David's recording for Feedback Fruits

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Link from David's recording for Feedback Fruits

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https://www.youtube.com/watch?v=2JrCXSIrbi4&list=PLiAeVmbNtCaqlZSykIZGl-ntfNUah4-yx&index=1

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inspirED Europe 2023 Keynote: ‍Using active feedback to develop students’ critical thinking

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Electronic management of assessment should improve some aspects of security (those connected to the linking of person and work, and grade security) and efficiency. Students will increasingly look for remote assessment but security in the sense of knowing who has done the work will seem more problematic. We need to work with software developers. I have spent hours with different teams in the past but they can rarely accommodate requests for different types of assessment, moderation structures, etc.

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A real and live focus on data protection and privacy: most tools are also monetising student data in some way. Universities need to take care not to become one more platform used to hoover up students' data for unclear purposes (or to become mandatory conduits piping data into commercial platforms).

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Support for digitally facilitated peer and self assessment by students.

Increased scaffolding tools for use by students and staff.

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Genuine flexibility to allow customers to design and deliver assessments that meet their requirements not replicating traditional approaches to assessment.

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Lack of assessment literacy - this is a challenge and an opportunity, if we can get the right support in place.

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over the next year - desire for in-person computer-based exams (medical schools +)
reduction in online exams (delivered remotely) due to AI concerns

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Efficiency of use to reduce staff workload and increase consistency of feedback (particularly in large modules with multiple markers)

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I think this is currently unclear. Aside from efficiency gains it is unclear the extent to which any of the current platforms actually offer an opportunity to transform assessment rather than simply digitise current processes.

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A little rurbulent - I think there will be a need to redesign many assignment tasks in order to work with GAI tools. This is always unsettling for people.

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Change fatigue amongst staff who have seen increasing changes in the teaching and assessment landscape in the last few years.
Concerns over the ethical use of AI for assessment and feedback.

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Determining exactly what we want to achieve before implementing - avoiding simply "going digital" because we think it's what we have to do

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being driven almost exclusively by AI at the expense of other key considerations

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Canvas, Inspera (centrally supported) - probably many other things being used in faculties that I don't know about! In sweden we use a similarity detector called Ouriginal which has now been acquired by Turnitin.

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Canvas, integrated with TurnItIn mostly; a very students use tools available through Noteable, a programmatic Notebook provider supplied by EDINA, in the University of Edinburgh: https://noteable.edina.ac.uk/

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Blackboard, Turnitin, Pebbled in limited areas

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Increase in the use of AI to provide feedback. Increase in the use of more authentic assessment. Some professors are considering increasing mini vivas to confirm traditional written assessment.

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Blackboard, turnitin, redpondus, question mark perception (QMP), safe exam browser, turningpoint, xerte, moodle, SCORM engine, futurelearn, RP Now. mobius, numbas, poll everywhere

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Canvas, turnitin, graide. We are looking at Cadmus, crowdmark and extending the use of graide.