Cambridge Assessment Case Study

Cambridge Assessment is the University’s international exams group, comprising three exam boards as well as the largest educational research capability of its kind. It plays a leading role in researching, developing and delivering educational assessment to eight million learners in over 150 countries every year. Established in 1858, Cambridge Assessment is an integral part of education and training worldwide, and constantly seek out new technologies and share best practice that will benefit learners and education systems.

Cambridge Assessment has over 20 years experience in researching the development of e-assessment solutions and is fully committed to the development of e-assessment options across its qualification offer. Concepts including virtual learning environments, on-screen testing and marking systems and electronic portfolios have now become integral in modern education, helping to drive personalised learning.

Cambridge Assessment’s three exam boards are:

• OCR (Oxford Cambridge and RSA Examinations)
• Cambridge ESOL (English for Speakers of Other Languages)
• University of Cambridge International Examinations (CIE)

The exam body looks to utilise technology to enhance assessment provision:

• Cambridge Assessment provides a number of technology based solutions with assessment techniques ranging from on screen testing to the use of e-portfolios for storage of digital performance based evidence.
• Cambridge Assessment also makes wide use of computer mediated solutions which include online marking and moderation of digital evidence within e-portfolios
• Service improvement has always been a key factor in introducing e-assessment, the ability in general, to improve turnaround time for assessments and results.
• Changing learner expectation presents interesting challenges in terms of e-assessment; whilst potential learner activity doesn’t force change it does put an obligation on AOs and the education system to become increasingly sensitive to this and the use of technology in generating evidence of achievement.
• High quality content is still arguably the most critical element to ensure authenticity of the assessment but adequate skills and infrastructure play an equally vital role in ensuring the success of e-assessment ventures
• E-assessment provides two key innovation opportunities: to assess things differently (in new ways using new techniques), and to assess different things (to access previously ignored domains and concepts).
• Accessibility is about ensuring the learner is given valid opportunities to access the ‘assessment’ – not necessarily the technology used alone without any additional assistance – and therefore ensuring the learner is not disadvantaged

Cambridge Assessment: e-Assessment Case Study Part 1 from Kenji Lamb on Vimeo.

Cambridge Assessment: e-Assessment Case Study Part 2 from Kenji Lamb on Vimeo.