We adopted a three-stage approach (readiness to adopt technology, application of assessment technology, and evaluation/dissemination). The group identified areas of consensus that remained to be resolved and issues that arose in the evolution of TEA. In this updated consensus, we bring together the potential of technology and the ultimate goals of assessment on learner attainment, faculty development, and improved healthcare practices.Īs a material for the report, we used the scholarly publications on TEA in both HPE and general higher education, feedback from 2020 Ottawa Conference workshops, and scholarly publications on assessment technology practices during the Covid-19 pandemic. Since then, technological advances have enabled innovative practices and tools that have revolutionised how learners are assessed. In 2011, a consensus report was produced on technology-enhanced assessment (TEA), its good practices, and future perspectives. This new system has found many further useful applications, including research data collection, feedback, placement evaluations, quality assurance and interview marking. UoM eForms has now replaced the preceding paper-based and electronic systems within MMS for workplace-based assessment administration, due to the improved usability and dynamicity built into its interface and infrastructure. "University of Manchester (UoM) eForms" consists of an app and a web-based administration system that respectively permit high volume data collection and management. This resulted in the development of a new digital solution that addressed the limitations of the previous system.
FORMENTRY ANDROID SOFTWARE
Following an evaluation of six, and a trial of one, commercially available packages, the existing software solutions were found to be inflexible and unfit for purpose. Working towards the more efficient collation of students' compulsory workplace-based assessment data led us to evaluate how existing information management software could replace previously paper-based systems. Since 2011, Manchester Medical School (MMS) has undertaken the largest deployment of iPads within UK Higher Education.
Following the implementation of these devices, institutions are tasked with the challenge of their integration into curriculum delivery and presented with the opportunity to facilitate data collection from large student cohorts. Abstract Mobile learning technologies are being introduced and adopted by an increasing number of medical schools.