| Özet: | This report details the activities and findings of an Australian Learning and Teaching Council (ATSC) Associate Fellowship. The project promoted learning and teaching in Australian higher education by enhancing approaches to e-assessment through the articulation of an e-assessment design model and the collection of disciplinary examples of interactive e-assessments. The report summarises the outcomes of the research against the original objectives for the Fellowship: 1) promotion and understanding of a variety of approaches to e-assessment designs, based on the use of diagnostic, formative and summative assessments; 2) development of a community of practice in e-assessment through the use of webinars and workshops; 3) facilitation of changes in approaches to assessment, including the increased use of: helper applications and simulations, role-plays and scenario-based learning coupled to e-assessment, authentic assessments that use digital tools that are relevant to the professional lives of graduates, and improved use of multi-structural and relational diagnostic and formative assessment items with appropriate feedback; 4) increased awareness of the possibilities for diagnostic and formative assessment and feedback through the use of personal response systems (PRS) and wireless technologies for alternative forms of e-assessment in the classroom; and 5) Raising awareness of the use of online peer review systems that allow students to develop capabilities in assessing their own written work.
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