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Online assessment is a relatively new tool for gaining insight into and evidence of students' levels of understanding and learning. Hence it comes as no surprise little research has been done so far (Abell, Bauder, Simmons; 2004) by vendors and researchers alike to incorporate the accumulated information we have about learning and assessment into current online assessment tools. At present, these tools (e.g. Respondus, QuestionMark Perception) typically offer a variety of static question types such as multiple choice or true/false questions which are mainly focused on a print-based norm. Undoubtedly, these kinds of tests can produce important information - but only if students can access the questions.
Yet, future online assessment tools have so much more potential than just repackaging old ways of assessing students. Assessment in the digital age should be a dynamic and flexible process (Rose, Meyer; 2002). It should be a tool to measure individual students' knowledge and skills relevant to the learning outcomes. And it must be fair and accurate. This seems to be the most difficult task as various factors such as disabilities, individual learning styles and media characteristics can influence the results. "Any test that relies on a single medium [...] evaluates talents that may not be relevant [...]. Thus, student's ability or inability to work with particular media and methods may confound evaluation of their knowledge and skills" (Rose, Meyer; 2002). Providing opportunities in each assessment to customize and adapt the content to students' needs would therefore allow the most accurate outcome and proof of a student's ability.
Offering multiple assessment options that allow for a combination of digital content such as audio, video and simulations, do not only support and ensure the accessibility of assessments to each individual student, they also provide new ways to impact learning. It "[...] affords students an opportunity to analyze their results; further, when given multiple forms of assessment presentation methods they can compare results to match their own unique learning styles" (Abel, Bauder, Simmons; 2004). Coincidentally, it offers educators a much fairer, more precise and in-depth understanding of student learning in addition to a pool of data which measures an ongoing process.
Future assessment tools could therefore be a flexible device to enhance the process of learning by connecting to individual learning styles and also by custom designing tests that meet the individual needs and level of knowledge of each student. In other words, inclusive assessment in its purest sense is advantageous for all students as it improves their learning outcomes. With the numbers of students with disabilities participating in Higher Education increasing, this individualization of assessments would contribute greatly towards inclusive and equal opportunities.
The first part of this research, which is currently in progress, focuses on evaluating and reporting on a range of online assessment tools and their features, benefits and limitations within an online learning environment. The research will also involve an investigation of the problems that people with disabilities have in accessing online assessment. Particular attention is paid to students with dyslexia as these students formed the majority of disabled students (39%; HESA 2004) in Higher Education in the UK in the academic year 2002/3.
The second part and overall aim of this research is to create a model by which the tools and therefore online assessment can be made accessible and flexible to all students, including those with disabilities, taking into account individual needs and learning styles.
Abell, M.; Dr. Bauder, D.; Dr. Simmons, T. (2004): Universally Designed Online Assessment: Implications for the Future . ITD Journal. Vol. X No. 1 August 2004. Retrieved November 19, 2004
Rose, D.H.; Meyer, A. (2002): Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD. Online version retrieved November 19 2004
HESA (Higher Educational Statistics Agency) (2004): First year UK domiciled HE students by qualification aim, mode of study, gender and disability 2002/03 . Retrieved May 5 2004
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