Publication 1057

Hench T. L. (2013) E-assessment: Past, present, and future. International Journal of e-Assessment 3(2). Fulltext at
The paper’s goal is to provide an overview of electronic assessment’s evolution, within the context of a developing e-pedagogy, by investigating the changes over time in how e-pedagogy is described. A historical review of behaviorist and constructivist learning theories first identifies elements common to each pedagogy. Using an analogy with genetic markers, these elements (instruction, teaching, learning, assessment, and testing) are combined with specific electronic resources and functions (computer assisted/aided, computer-based, web-based, e-, and online) to form what the paper identifies as e-markers such as computer-assisted learning, web-based instruction, or e-assessment. These e-markers, in turn, provide the basis for tracing the history of e-pedagogy from the years 1975 to 2012. A meta-narrative approach, adapted to address the paper’s goal, then utilizes e-marker frequency distributions resulting from abstract searches of the literature to trace the development of e-assessment as part of an evolving e-pedagogy. In particular, the narrative suggests a behaviorist learning environment as the initial e-pedagogy model which, as a result of technology providing a greater variety of tools, subsequently gave way to the present constructivist learning environment. Application of the Rogers Diffusion of Innovation Theory provides a means to assess the future of a constructivist e-learning environment by investigating its relative advantage, compatibility, complexity, trialability, and observability. The paper concludes that a more rigorous constructivist theory of teaching and learning is necessary if constructivist e-learning environments are to gain greater institutional acceptance. Relevance: In tracing the evolution of e-assessment, the article provides a historical basis for the development and justification of using constructionist learning environments for electronic assessment. In doing so, the article identifies those areas where constructivism in e-assessment has succeeded and those where further work is needed.


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