Technology Enhanced Assessment for Learning in a Distance Education IT Degree Programme in Sri Lanka

Abstract

This paper reports on a research study to investigate the impact of assessment practices on the learning process, student learning outcomes and student attitudes to learning in a large-scale distance education IT degree programme in Sri Lanka. The national context for higher education is described, especially the national challenges for widening access to, and participation in, higher education. The study is set within a developmental context which has involved a continual process of improvement through the use of technology enhanced learning. This process has addressed the need to improve retention and progression rates and the need to develop assessment practices in order to improve support for student learning. The paper includes a discussion of related work with regard to the development of online learning communities, promotion of collaborative learning and development of assessment for learning approaches. Findings from the research study are presented which arise from an analysis of students’ enrolment, retention and progression rates in relation to three developmental phases of the programme. The outcomes of a survey of students’ perspectives on their experience of assessment practices within this developmental context are also reported. The discussion identifies successes, areas for further improvement and directions for future research and development in relation to technology enhanced assessment for learning.