A continuum describes a range of values that can lie between two ends or extremes - it’s a useful idea for understanding, analysing, evaluating and sharing in relation to a given set of criteria. In our case we use the idea to describe the possible range of e-assessment methods and tools, graded by ease of use by teachers. Everyone’s continuum might look different (some maybe narrow while some may be wide). So, this is purely illustrative.

An E-Assessment Continuum

Caption: An e-assessment Continuum mapping methods and tools against the cost and time of setting them up and maintaining them

This is our project e-assessment continuum shown above. In our case we are using it to signify difficulty in designing, developing and maintaining e-assessments using technology – plotted from easy on the left to hard on the right. You should note that the terms ‘easy’ and ‘hard’ in this case are determined by both relative and contextual factors. A little explanation will help here. A lecturer may be really good, both technically and educationally, at creating Multiple Choice Questions (MCQs) that can be used in a college VLE. This would constitute a relative factor i.e. the ability of the lecturer. However, the lecturer might have such a heavy workload that they never can make time to create an MCQ in the first place. That would be the contextual factor. Looking at things this way is also part of adopting a ‘systems’ view of things – to see how different things and factors interact.

For our continuum we have in mind an ‘average’ lecturer in an ‘average’ college whose freedom of action is constrained by the kind of factors we have identified in the course of the CIT-eA project and are described in the rest of this guide.