With the continued growth of online learning has come increased focus on what constitutes best practices in online teaching and assessment.

Technology-enhanced assessment refers to the diverse ways in which information and communication technologies (ICT) can be used to support assessment and feedback. E-Assessment covers a broad range of assessment activities involving the use of ICT and digital devices to support the design and delivery of tasks, as well as to report student assessment outcomes, feedback, and grades.

Despite the significant amount of literature on assessment, there is little available specifically on e-Assessment. Teachers will need to be able to teach and assess effectively in the digital world since this relatively new learning environment offers many opportunities to engage students in authentic assessment activities. Aligning formats for assessment tasks with formats for the new learning environments is a critical aspect.

E-Assessment covers a wide range of activities, from simple computer-marked multiple-choice questions, through to elaborate role-plays, interactive simulations, and online scenarios. We need to review not only the new opportunities but also the ability of e-Assessment to provide appropriate evidence of higher-level learning.

E-Assessment also provides significant opportunities to engage learners in new and timely forms of feedback that can influence both current and future learning.

Subject areas

RUSC is interested in receiving research articles on the topic covered by the special issue, corresponding to any sector of education and from anywhere in the world.

Specifically, the special issue’s subject areas are as follows:

• The assessment of interpersonal and other generic competencies (how can we assess cross-disciplinary competencies in a programme?)
• How can we assess wicked competencies (complex competencies)?
• E-Assessment in quantitative and qualitative subjects (Are there variations in assessment approaches in different subjects?)
• Assessment of synchronous and asynchronous communication
• E-Assessment of experience-based learning (placements and projects in industry, recognition of professional experience)
• E-Assessment in games, role plays, scenario-based activities
• E-Assessment and social networks
• E-Feedback (personalised e-feedback, automated digital feedback, feedback for current and future learning)
• Professional development for teachers in e-Assessment
• Collaborative assessments in the digital environment
• Ensuring quality of e-Assessment
• Self and peer review
• Students’ perceptions of e-Assessment
• Badges and micro-credentialing
• Assessment analytics
• Development of e-Exam and Bring your Own Device approaches (BYOD)
• Effective use of ePortfolios

Articles should be submitted by 15 September 2015. Articles will be published in April 2016.