flex-e-bility

Tim Roberts provides a comprehensive examination of issues associated with self, peer and group assessment in e-learning environments. He concludes that 'It would seem that there are some compelling reasons for givingserous consideration to a far greater use of self, peer, and group assessment, especially within the modern world of e-learning. Any change tram tradition is always a risky business, of course, but sometimes the benefits are worth the risk' (14).

Nicol, D., & Milligan, C. (2006). Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. In C. Bryan & K. Clegg (Eds.), INnovative assessment in higher education (pp. 64-77). London: Routledge.

Nicol and Milligan assert that 'The use of technology to support assessment practices has a long history. Yet the focus to date has largely been on developing online objective tests rather than on using technologies to address fundamental educational issues' (p.74). They describe the seven principles of good feedback practice that might help self-regulation of learners and express the view that technology has the ability to be consistent with these principles which that they should

• help clarify what good performance is
  
• facilitate the development of reflection and self-assessment in learning
• deliver high-quality information to students about their learning
• encourage teacher and peer dialogue around learning
• encourage positive motivational beliefs and self-esteem
• provide opportunities to close the gap between current and desired performance
• provide information to teachers that can be used to help shape the teaching.

Nicol, D., & Milligan, C. (2006). Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. In C. Bryan & K. Clegg (Eds.), INnovative assessment in higher education (pp. 64-77). London: Routledge.