Archives

Table of Specifications

Meta-Construct	Construct	Description
Assessment Purpose
	Assessment of Learning	Assessment of learning is what we typically call summative assessment where the intent of the assessment is to certify whether or not learners have achieved the learning outcomes. It occurs at the end of the learning experience and does not have an impact on future teaching or learning. Assessment of learning results in a symbolic representation of each learner’s level of achievement. Symbols, usually letter grades or percentages, are used to communicate with learners, other institutions, regulatory agencies, and other external stakeholders, and are permanent records associated with learners. They are often used to rank learners for the purposes of scholarships and awards, entry into further education, and sometimes for employment purposes.
	Assessment for Learning	Assessment for learning refers to activities within a learning experience that are designed to provide information on a learner’s current level of achievement. This information is then used to inform future teaching and learning activities. Current levels of achievement are considered to be temporary and can be overridden by future demonstrations of achievement. Both instructors and learners benefit from the ongoing process of opening and closing feedback loops (Carless, 2019), which require feedback to be actively used to improve learning.
	Assessment as Learning	Assessment as learning is the process of learners developing the skill of “evaluative judgement” (Boud, 2021), which is the ability of learners to judge their own level of achievement in relation to the learning outcomes. It is a reflexive process whereby learners consider the results of their learning strategies and develop more effective strategies to enhance their performance. Assessment as learning allows learners to construct meaning from their experiences, identify gaps in their own knowledge, and to make meaningful decisions about their level of proficiency. Assessment as learning requires learners to be able to discern quality, judge learning processes, manage their biases, assess the trustworthiness of sources and seek opportunities for practice (Boud, 2021).
Duty of Care
	Bias	Bias refers to the psychometric term where one group of learners is systematically advantaged or disadvantaged relative to other groups of learners (e.g., Caucasian learners as a group perform better than Asian learners as a group on an assessment due to some characteristic beyond their control) while the ability of each group is the same (Woo et al., 2023). Bias can result from either the inclusion of construct-irrelevant content (e.g., considering learner age when assessing their ability) or the omission of construct-relevant content resulting in variance in scores.
	Inclusion	Inclusion involves recognizing marginalized learners as having equitable agency in a learning community (Nieminen, 2024). Marginalization can be based in a wide variety of factors and includes items listed in § 3.1 of the Canadian Human Rights Act (Minister of Justice, RSC 1985).
	Relationships	Relationship is intended to highlight the importance of designing assessment to foster positive relations between instructors and learners, learners and others in the class, learners and their individual communities (Tessaro et al., 2018), and learners and society as a whole (Nieminen et al., 2022).
	Ethical EdTech	Instructors who use technologies for assessment are obligated to do so in alignment with appropriate codes of ethics. Statements of professional ethics can be related to expectations common to all instructors, such as ensuring that student data is not accessible to third party vendors or advertisers, and they can also be discipline-specific, such as ensuring that physical activity-tracking technology does not disclose learner locations inappropriately (Spector, 2016). Professional ethics involve obligations to individual learners, to society, and to the profession of teaching.
Technology Acceptance
	Performance Expectancy	Performance expectancy relates to the technology user’s perception that the technology will enable them to perform their job or task at a higher level, it will save them time, or it will reduce the amount of time they need to spend on some tasks (Venkatesh et al., 2003).
	Effort Expectancy	Effort expectancy relates to the ease of use of the technology. Ease of use is most salient among older women who have less experience with the technology, and it decreases in importance as all users with sustained use (Woo et al., 2023).
	Social Influence	Social influence is the degree to which other people who are important to the user think that they should use the technology. When use of the technology is voluntary, social influence is not a significant factor in predicting acceptance, but when use is mandatory, social influences seem to increase compliance (Woo et al., 2023).
	Facilitating Conditions	Facilitating conditions are related to the user’s belief that there will be sufficient institutional support in using the technology. When both performance and effort expectancy are high (the technology will improve outcomes with minimal effort), the facilitating conditions construct becomes less significant (Woo et al., 2023)
Assessment Design
	Measurement	Educational measurement is a quantitative approach to generating inferences about learner ability, often known as psychomterics. A foundational premiss of psychometrics is that the end result of assessment is always an inference or an interpretation about learner ability based on data collected through various tasks; it is not a direct measurement of a quantity of ability (Pellegrino et al., 2001). In order for inferences of learner ability to be accurate interpretations, they must be valid, reliable, and fair.
	Academic Integrity	Modern conceptions of academic integrity encompass a comprehensive range of values and behaviours, including: everyday ethics, institutional ethics, ethical leadership, professional and collegial ethics, instructional ethics, student academic conduct, research integrity and ethics, and publication ethics (Eaton, 2024). This description goes beyond ethical learner conduct and extends to the ethical conduct of instructors in the context of instruction and assessment. Dawson (2024) argues that academic integrity is key to instructors being able to derive valid inferences from learner performance.
	Reciprocity	Reciprocity refers to the idea that assessment with technology should enrich both learners and instructors, as well as the learners’ communities (Tessaro et al., 2018). Reciprocity must be an intentional component of the design of assessment strategies (Rodriguez-Triana et al., 2020).
	Relevance	Assessment practice ought to be relevant to the culture of the learner. In Indigenous learning contexts, this suggests an emphasis on oral communication and learning in a community context (Tessaro et al., 2018). We extend this argument and assert that oral communication is a key factor in ensuring ethical practice in any context.

Parameters (Rough Sample)

Assessment of learning

- factored into a final grade - occurs after learning
- certification of proficiency -
- communication of proficiency (learners, other institutions, agencies)
- expressed symbolically
- used to rank learners
- - (hodge-podge) symbols that conflate achievement and behaviour
- quantitative
- often uses security measures to prevent academic dishonesty
- The teacher is responsible for assessment

Possible questions

Have you engaged in the following assessment practices:

• provide a grade (numeric or percentage) on all learner work
• ban genAI tools to ensure work submitted belongs to each individual learner
• use tools to detect plagiarism or other forms of cheating
• deduct ‘points’ for late assignments
• assign grades based on how other learners perform
• calculate final grades as an average of all assignments throughout the course

Assessment for learning

• creating descriptions to be used to inform future learning
• learners are evaluated according to their own performance in light of criteria
• occurs multiple times during learning
• depends on teachers diagnostic skills
• the teacher is responsible for assessment
• focus is on improving learning (Earl & Timperley, 2014)

Possible questions

Have you engaged in the following assessment practices:

• use learner performance to inform future learning activities
• provide proficiency feedback related to how learners performed in relation to outcomes (proficiency scale)
• assign ungraded self-check activities throughout the learning
• allow learners to revise and resubmit work that does not meet proficiency standards
• calculate final grades based on the highest level of proficiency achieved throughout the course

Assessment as Learning

The key characteristic of assessment as learning is that learners are challenged to monitor and reflect on their own progress relative to the course outcomes (Boud, 2021). This extends beyond simple self-assessment as it requires learners to engage in multiple complex tasks such as being able to recognize quality in light of stated outcomes, evaluate the quality of their own work, consider the effect of their own biases, determine whether or not a resource or other person is trustworthy, and identify areas in need of practice (Boud et al., 2018). Understanding and being able to recognize quality involves learners developing a clear framework or conceptualization of the domain of knowledge or skill being explored in the unit, course, or program (Ajjawi et al., 2018).

• learners monitor their own learning
• learners make their own adjustments based on their analysis of their proficiency
• Learners use their own knowledge to construct meaning
• learners identify when they don’t understand something
• the learner has agency for assessment

Possible Questions

Have you engaged in the following assessment practices:

• learners are provided opportunity to check their understanding to identify gaps in their understanding
• encourage learners to document their learning process to make it visible
• provide learners opportunity to identify their own questions relevant to the course outcomes
• collaborate with learners to evaluate the quality of genAI outputs
• ask learners to evaluate their own assignments in light of proficiency scales

Draft 1: Scenario-Based Questions

You will be presented with five scenarios in this section. Each scenario has 15 actions. For each action, please identify how likely you are to do each of the following as part of your overall response to the scenario (1=highly unlikely; 2=unlikely; 3=somewhat unlikely; 4=somewhat likely; 5=likely; 6=highly likely).

Please interpret the scenario in relation to your current teaching context; if you teach across contexts, select one context and keep this context in mind when completing the entire survey. There are no right or wrong answers. We are interested in your honest responses to the scenarios. If you do not understand the statement, select ‘Don’t Know.’

Large Enrolment Course

You are teaching a large enrollment course. The students will be submitting bi-weekly assignments, a midterm exam, and a culminating assignment all designed to support their learning and submitted in the institurional LMS. (ACAI-HE)

How might the following influence your decision whether or not to use technology in this situation? (1=Much less likely to use technology - 6 = Much more likely to use technology)

Primary Construct	Secondary Construct	Description
Technology Acceptance	Performance Expectancy	You have confidence that the technology will work as expected.
	Effort Expectancy	The technology will require more time to set up and use than not using technology.
	Social Influences	A trusted colleague has told you that you should use the technology.
	Facilitating Conditions	You are confident that you will be able to get technical support in a timely manner.

Presuming you decide to use technology, how likely are you to take the following actions in this situation?

Primary Construct	Secondary Construct	Description
Assessment Purpose	Assessment of learning	Grade each bi-weekly assignment.
	Assessment for learning	Read a subset of bi-weekly assignments, identify and share performance trends with the whole class.
	Assessment as learning	Ask students to self-assess their bi-weekly assignments using evaluative criteria.
Duty of Care	Bias	Examine assessment results to ensure subgroups are not assigned systematically higher or lower grades
	Inclusion	Avoid software that may make it difficult for equity-deserving populations to participate.
	Relationship	Organize learners into learning pods of 3-5 for peer support and learning.
	Ethical EdTech	Ensure that software used in class does not contribute to learner anxiety.
Assessment Design	Academic Integrity	Use automated software to check for academic misconduct.
	Measurement Theory	Examine assessment data to ensure content and construct validity.
	Relevance	Ensure that assessment strategies are relevant to learners’ contexts.
	Reciprocity	Use learning pods to engage in peer-review and feedback.

Generative Artificial Intelligence (GenAI)

An assignment in your course requires learners to write a 2000 word essay and your department has requested that each instructor develop an assessment strategy in light of generative AI tools (ChatGPT, Google Bard).

How might the following influence your decision whether or not to use technology in this situation? (1=Much less likely to use technology - 6 = Much More likely to use technology)

Primary Construct	Secondary Construct	Description
Technology Acceptance	Performance Expectancy	You have confidence that the technology will work as expected.
	Effort Expectancy	It is too much work to try to limit the use of generative AI tools, so you allow its use under certain conditions.
	Social Influences	A trusted colleague has told you that you won’t be able to detect AI generated content.
	Facilitating Conditions	You are confident that you will be able to get support for developing assessment tasks that discourage or prevent the use of generative AI.

Presuming you decide to use technology, how likely are you to take the following actions in this situation?

Primary Construct	Secondary Construct	Description
Assessment Purpose	Assessment of learning	Implement a ban on all GenAI tools.
	Assessment for learning	Allow learners to use GenAI to generate ideas with proper citations and informed consent.
	Assessment as learning	Collaborate with learners to evaluate the quality of GenAI outputs and the ethics of their use.
Duty of Care	Bias	Examine assessment results to ensure that learners who used genAI did not score significantly higher or lower than those who did not.
	Inclusion	Confirm that all learners know how to access and use a genAI tool to assist them.
	Relationship	Encourage cooperative approaches to learning in learning pods.
	Ethical EdTech	Provide learners with training on using ‘local-only’ generative AI tools that they can use to assist their work.
Assessment Design	Academic Integrity	Require learners to submit papers through software that claims to detect plagiarism and AI-generated writing.
	Measurement Theory	Examine assessment data to ensure there are no significant grade differences between learners who used generative AI and those who did not.
	Relevance	Since learners will use generative AI in their careers, ensure that they know how to construct helpful prompts.
	Reciprocity	Experiment with learners to learn about the capabilities and limitations of generative AI.

Plagiarism Detection and Remote Proctoring

You teach a course with multiple sections taught by various instructors. Your department head has noticed that you are the only instructor who does not use plagiarism detection software (Turnitin) or remote proctoring (Proctorio, or ProctorU)

How might the following influence your decision whether or not to use technology in this situation? (1=Much less likely to use technology - 6 = Much More likely to use technology)

Primary Construct	Secondary Construct	Description
Technology Acceptance	Performance Expectancy	You learn that surveillance tools have a high error rate.
	Effort Expectancy	You learn that instructors who use surveillance technologies spend less time grading than you do.
	Social Influences	A trusted colleague has sent you an article on the privacy concerns related to surveillance technologies.
	Facilitating Conditions	You are confident that you will be able to get support for developing assessment tasks that discourage or prevent academically dishonest assignment submissions.

Presuming you decide to use technology, how likely are you to take the following actions in this situation?

Primary Construct	Secondary Construct	Description
Assessment Purpose	Assessment of learning	Implement the use of tools that claim to detect plagiarism or cheating on exams.
	Assessment for learning	Advocate for department standards that prioritize feedback processes over technology-centric policing of academic misconduct.
	Assessment as learning	Encourage learners to develop workflows that document and make the process of their learning visible.
Duty of Care	Bias	Evaluate with learners the equity implications of using technology-centric policing of academic misconduct.
	Inclusion	Decline to use technology to police academic misconduct due to concerns about unequal access to appropriate learning resources or tools.
	Relationship	Encourage learning pods to review each others’ work for quality and compliance to standards of academic writing.
	Ethical EdTech	Only use technology tools that protect learner anonymity.
Assessment Design	Academic Integrity	Structure your course to minimize the likelihood of academic misconduct.
	Measurement Theory	Examine assessment data to ensure that measures to promote academic honesty do not introduce construct irrelevant variance.
	Relevance	Ensure that assessment tasks are relevant to learners’ contexts and community as a strategy to reduce academic dishonesty.
	Reciprocity	Host a conversation with learners to discuss the importance of academic honesty for the entire higher education community.

Orientations to Assessment and Grading

There are expectations in your department that grades should be distributed across the grading scale. However, your class averages are consistently lower than your colleagues’. Your course assessment scheme includes two term exams and one final exam. (ACAI-HE)

How might the following influence your decision whether or not to use technology in this situation? (1=Much less likely to use technology - 6 = Much More likely to use technology)

Primary Construct	Secondary Construct	Description
Technology Acceptance	Performance Expectancy	You learn about an assessment method that uses technology to increase the accuracy of your grades.
	Effort Expectancy	You learn about an assessment method that will require you to learn how to use a new technology tool.
	Social Influences	A trusted colleague shares how they used technology to prepare their learners for an exam.
	Facilitating Conditions	There are help resources built in to a technology-integrated assessment tool.

Presuming you decide to use technology, how likely are you to take the following actions in this situation?

Primary Construct	Secondary Construct	Description
Assessment Purpose	Assessment of learning	Provide students with additional graded assessments to chunk learning into smaller units.
	Assessment for learning	Provide students with additional opportunities to check their understanding throughout the course (e.g., ungraded quizzes, exit slips).
	Assessment as learning	Provide self-assessment opportunities to help students recognize and address gaps in their learning.
Duty of Care	Bias	Analyze test results for evidence of differential results between identifiable groups (ethnicity, gender).
	Inclusion	Provide learners with multiple options for demonstrating their achievement in relation to the learning outcomes.
	Relationship	Implement double-attempt tests where learners first complete the test alone, and then work through the test with their learning pod.
	Ethical EdTech	Ensure that any technology you use in your assessment allows learners to export their work in a usable format.
Assessment Design	Academic Integrity	Reduce learners’ test anxiety by allowing them to prepare and use note cards during exams.
	Measurement Theory	Use technology to adjust grades upwards to match other sections.
	Relevance	Ensure that items on your exams are standardized across sections to increase reliability.
	Reciprocity	Ensure learners complete assessment tasks individually and without external assistance.

Multi-access Collaboration

{==Likely drop this. ==}{>><<} You teach a course which requires collaboration between learners. Some learners are able to attend class on campus, others can attend synchronously from off-campus, and still others can only attend asynchronously. About half of the remote learners live internationally.

Primary Construct	Secondary Construct	Description
Assessment Purpose	Assessment of learning	Grade each bi-weekly assignment.
	Assessment for learning	Read a subset of bi-weekly assignments, identify and share performance trends with the whole class.
	Assessment as learning	Ask students to self-assess their bi-weekly assignments using evaluative criteria.
Duty of Care	Bias	Examine assessment results to ensure subgroups are not assigned systematically higher or lower grades
	Inclusion	Avoid software that may make it difficult for equity-deserving populations to participate.
	Relationship	Ensure that learning pods consist of people from all modalities (synchronous and asynchronous).
	Ethical EdTech
Technology Acceptance	Performance Expectancy
	Effort Expectancy
	Social Influences
	Facilitating Conditions
Assessment Design	Academic Integrity	Use automated software to check for academic misconduct.
	Measurement Theory	Examine assessment data to ensure content and construct validity.
	Relevance
	Reciprocity

Pilot Questions

Part A: Demographics

1. Contact Information (only for prize draw)
   1. Name
   2. Email
2. At which institution do you primarily teach?

• British Columbia Institute of Technology
• Camosun College
• Capilano University
• Douglas College
• Kwantlen Polytechnic University
• Langara College
• Royal Roads University
• Simon Fraser University
• Thompson Rivers University
• University of British Columbia
• University of British Columbia Okanagan
• University of Fraser Valley
• University of Northern British Columbia
• University of Victoria
• Vancouver Island University

2. What best describes your role?
   • {{IF}} Research faculty (research, teaching, service)
   • {{IF}} Teaching faculty (teaching, service)
   • Sessional or adjunct
   • Other, please specify
3. {{THEN}} What best describes your status at your institution?
   • Limited Term
   • Pre-tenure
   • Tenured
   • Other, please specify.
4. When we describe who participated in our study, which ethnic background category should we include you in?
5. Please indicate your age group:
   • 18-24
   • 25-34
   • 35-44
   • 45-54
   • 55-64
   • 65+
6. Sometimes we want to look at similarities and differences across gender groupings, which can help to understand the specific needs of a group. Which gender category should we include you in?

• Woman
• Transgender woman
• Man
• Transgender man
• Nonbinary
• Two-Spirit
• Genderqueer
• Prefer not to answer
• None of these apply to me. I would like to be categorized as:

Part B: Survey Questions by Construct

Please rate your level of agreement or disagreement with each statement.

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

Assessment of Learning

• The primary purpose of assessment is to assign a grade to student work.
• Assessment involves instructors making judgements about how well a student is learning in relation to other learners.
• Instructors should provide a letter or percentage grade for every assignment.
• Assessment results should be used to certify student achievement for reporting purposes.
• Assessment should occur only at the end of a learning experience or unit.

Assessment for Learning

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• Learners should have the opportunity to revise and resubmit assessed work to demonstrate progress.
• Instructors should provide learners with opportunities to check their understanding throughout the course (e.g., ungraded quizzes, exit slips).
• Assessment involves the instructor judging a student’s performance in relation to a set of goals/standards/criteria.

Assessment as Learning

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• Assessment should allow learners to consider their own work in relation to exemplars.
• Instructors should provide self-assessment opportunities to help learners recognize and address gaps in their learning.
• Assessment should involve learners reflecting on their learning strategies.
• Learners should evaluate their own work.

Bias

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• Instructors have a responsibility to ensure subgroups (e.g., ethnicities, genders, etc) are not assigned systematically higher or lower grades.
• Learners should not be given full credit for work submitted past the due date.
• Instructors should examine their position in power structures in relation to assessing learning.
• Assessment can be harmful to some learners more than others.
• When assessing learning, instructors have a responsibility to recognize and uphold the dignity and value of all learners.

Inclusion

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• Instructors should avoid using technology for assessment that may make it difficult for learners requiring accommodation to participate.
• Instructors should provide learners with multiple options (e.g., written paper, oral presentation, or video) for demonstrating their achievement in relation to the learning outcomes.
• Assessment accommodations should be offered proactively to all learners.
• Assessment accommodations and strategies for inclusion should be co-designed by instructors and learners with disabilities.
• An assessment can be waived for a learner when necessary to provide accommodations.

Relationships

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• Assessment should be flexible to incorporate developing positive relationships between learners and their communities.
• Assessment practices should foster relationships between learners in the course.
• Assessment practices should foster relationships between the instructor and learners in the course.
• When assessing learning, instructors should know and understand learners’ cultural backgrounds.
• When assessing learning, instructors should know and understand learners’ personal contexts and challenges.
• It is important to encourage teamwork, collaboration, cooperation and other similar skills.
• It is important to foster relationships throughout a course so that learners feel comfortable supporting each other in assessment tasks.

Ethical EdTech

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• Assessment technology tools should protect learners’ privacy.
• Assessment technologies should respect the laws and norms of diverse regions.
• Learners should be able to provide informed consent to use assessment technologies outside of institutionally supported tools.
• Learners should be able to opt out of assessment technologies that could cause them harm.
• I have ethical concerns about using technology for assessment.
• Automated tools (e.g., artificial intelligence, etc) that replace human decision-making should not be used to assess learner performance.

Measurement

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• Assessment results should be similar across time and across diverse groups of learners.
• Assessment results should lead to accurate interpretations about what learners know.
• Assessment should only cover what is taught in class.
• Grades should reflect only what learners know.
• Oral conversations are a valid form of assessment.
• Assessment tasks should be the same for all learners.
• Assessment accommodations are unfair to the rest of the students in the class

Academic Integrity

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• Learners should complete assessment tasks without the use of automated tools (e.g., artificial intelligence).
• Automated software should be used to check for academic misconduct.
• Assigning grades that do not reflect what a learner knows is an act of academic dishonesty.
• If a student was not taught content, then it should not appear on an assessment.
• Conducting an assessment when a learner is experiencing personal distress is not appropriate.
• Conducting an assessment that is not in line with learners’ accommodation needs is not teaching with integrity.

Relevance

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• Assessment should be relevant to learners’ contexts (e.g., their culture and interests, their larger community, their career goals).
• Whenever possible, assessment tasks should allow learners to apply their learning to their own context.
• Assessment strategies should be flexible to allow for learners to contextualize their work.
• Assessment tasks should allow learners to demonstrate their knowledge in ways that matter to them.
• Assessment tasks should allow learners to make meaningful contributions to society.
• Assessment tasks should provide opportunities for learners to enrich their local communities.

Reciprocity

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• Learners should have the opportunity to influence the course learning outcomes.
• Learners should have the opportunity to have input on the design of assessment tasks.
• Final grades should be determined in consultation between instructors and learners.
• Assessment should be reciprocal, fostering personal growth among both instructors and students.
• Instructors should be open to their students bringing new ideas or perspectives to the content through assessment.

Performance Expectancy

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• Assessing learning with technology would help me manage my assessment workload.
• Using technology would improve my assessment practice.
• I would find technology useful for assessing learning.
• Using technology for assessment would help me do a more accurate job of assessing learning.
• Using technology for assessment would help learners better understand their assessment.

Effort Expectancy

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• Using technology for assessment is easy for me.
• Learning how to use technology for assessment would be easy for me.
• Assessing learning with technology would increase my workload. {{reverse coded}}
• Learning to use technology for assessment would be too much work. {{reverse coded}}

Social Influences

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• Learners in my classes think that I should use technology for assessment.
• People who are important to me think I should use technology for assessment.
• Colleagues at my institution encourage me to use technology for assessment.
• Colleagues in my discipline who are outside my institution think I should use technology for assessment.
• My institution encourages the use of technology for assessment.
• Administrators at my institution think I should use technology for assessment.

Facilitating Conditions

Strongly Disagree; Disagree; Somewhat Disagree; Somewhat Agree; Agree; Strongly Agree

• My institution would support me in assessing learning with technology
• My institution would help me offer quality technology-integrated assessment.
• In general, my institution would be supportive of technology-integrated assessment.
• I would have the resources necessary to use technology for assessment (e.g., equipment, internet access, etc.).
• Help would be available if I experience difficulties with technology-integrated assessment.

References

Ajjawi, R., Tai, J., Dawson, P., & Boud, D. (2018). Conceptualising evaluative judgement for sustainable assessment in higher education. In D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing Evaluative Judgement in Higher Education (1st ed., pp. 7–17). Routledge. https://doi.org/10.4324/9781315109251-2

Boud, D. (2021). Assessment-as-learning for the development of students’ evaluative judgement. In Z. Yan & L. Yang (Eds.), Assessment as Learning (1st ed., pp. 25–37). Routledge. https://doi.org/10.4324/9781003052081-3

Boud, D., Dawson, P., Tai, J., & Ajjawi, R. (2018). Creating an agenda for developing students’ evaluative judgement. In D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing Evaluative Judgement in Higher Education (1st ed., pp. 186–195). Routledge. https://doi.org/10.4324/9781315109251-20

Carless, D. (2019). Feedback loops and the longer-term: Towards feedback spirals. Assessment & Evaluation in Higher Education, 44(5), 705–714. https://doi.org/10.1080/02602938.2018.1531108

Dawson, P., Bearman, M., Dollinger, M., & Boud, D. (2024). Validity matters more than cheating. Assessment & Evaluation in Higher Education, 1–12. https://doi.org/10.1080/02602938.2024.2386662

Earl, L. M., & Timperley, H. (2014). Challenging Conceptions of Assessment. In C. Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), Designing Assessment for Quality Learning (Vol. 1, pp. 325–336). Springer Netherlands. https://doi.org/10.1007/978-94-007-5902-2_20

Eaton, S. E. (2024). Comprehensive Academic Integrity (CAI): An Ethical Framework for Educational Contexts. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 1–14). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_194

Minister of Justice. (RSC 1985). Canadian Human Rights Act, R.S.C.

Nieminen, J. H. (2024). Assessment for Inclusion: Rethinking inclusive assessment in higher education. Teaching in Higher Education, 29(4), 841–859. https://doi.org/10.1080/13562517.2021.2021395

Nieminen, J. H., Bearman, M., & Ajjawi, R. (2022). Designing the digital in authentic assessment: Is it fit for purpose? Assessment & Evaluation in Higher Education, 48(0), 1–15. https://doi.org/10.1080/02602938.2022.2089627

Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing What Students Know: The Science and Design of Educational Assessment. National Academies Press. https://doi.org/10.17226/10019

Rodriguez-Triana, M. J., Prieto, L. P., Holzer, A., & Gillet, D. (2020). Instruction, Student Engagement, and Learning Outcomes: A Case Study Using Anonymous Social Media in a Face-to-Face Classroom. IEEE Transactions on Learning Technologies, 13(4), 718–733. https://doi.org/10.1109/TLT.2020.2995557

Spector, J. M. (2016). Ethics in educational technology: Towards a framework for ethical decision making in and for the discipline. Educational Technology Research and Development, 64(5), 1003–1011. https://doi.org/10.1007/s11423-016-9483-0

Tessaro, D., Restoule, J.-P., Gaviria, P., Flessa, J., Lindeman, C., & Scully-Stewart, C. (2018). The Five R’s for Indigenizing Online Learning: A Case Study of the First Nations Schools’ Principals Course. Canadian Journal of Native Education, 40(1), 125–143.

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425–478. https://doi.org/gc8zn2

Woo, S. E., LeBreton, J. M., Keith, M. G., & Tay, L. (2023). Bias, Fairness, and Validity in Graduate-School Admissions: A Psychometric Perspective. Perspectives on Psychological Science, 18(1), 3–31. https://doi.org/10.1177/17456916211055374