You are here:

What Is the Role for ICT-Based Assessment in Universities?

Studies in Higher Education Volume 30, Number 2, ISSN 0307-5079


This paper reviews the role of ICT-based assessment in the light of the growing use of virtual learning environments in universities. Issues of validity, efficiency, type of response, and scoring are addressed. A major area of research is the automated scoring of text. Claims for automated formative assessment are queried, since the feedback of scores and marks alone is not truly formative: feedback of comments about good features of the work/performance, and what needs to be done to improve is needed to enhance learning. It seems likely that the use of 'simple' computer-assisted assessment (with multiple-choice and short-answer responses) will continue to develop, as will the use of multi-media materials for assessment tasks. The use of ICT to record student responses, to capture material produced and to convey feedback will grow as the use of virtual learning environments grows. Alongside this, students are likely to be encouraged to make use of online peer and collaborative assessment. The sociocultural implications of using ICT in assessment (as in teaching) are significant and this is a key field for the work of social scientists alongside learning technologists.


Gipps, C.V. (2005). What Is the Role for ICT-Based Assessment in Universities?. Studies in Higher Education, 30(2), 171-180. Retrieved November 21, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map
  • Open Assessment of Learning: A Meta-Synthesis

    Andres Chiappe, Universidad de La Sabana; Ricardo Pinto, Universidad Piloto de Colombia; Vivian Arias, Universidad de la Sabana

    The International Review of Research in Open and Distributed Learning Vol. 17, No. 6 (Dec 06, 2016)

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact