At a time in which different forms of online education provision are growing in popularity, it is important to bring the assessment of these provisions to the same level. The vast majority of higher education institutions offering e-learning still maintain face-to-face assessment since it is still considered the most reliable way to verify students’ identity and proctor their behaviour. Nonetheless, online universities are expressing their will to implement e-assessment in order to offer a fully comprehensive online education and traditional universities are increasingly adopting online methods to their habitual procedures. Consequently, quality assurance (QA) should also develop new processes in order to guarantee the confidence in these new forms of learning and assessing.
This paper aims at describing the outcomes achieved by the application of a fit-for-purpose assessment methodology in seven European universities piloting an e-assessment system to support learner authentication and work authorship of students (the TeSLA system).
This paper was presented at EQAF and reflects the views of the named authors only.