Design and implementation choices

Code	Question	Contributors
Task design principles
Q21	What design methodologies and principles are used by e-assessment task designers?
Q22	What principles should inform the design of e-assessment tasks?
Q23	E-assessment task designers often convert questions that could be asked on a traditional pen and paper exam: what are the implications, technicalities, affordances and drawbacks of this approach?
Randomisation
Q24	To what extent does the randomisation of question parameters, which makes sharing answers between students difficult, adequately address plagiarism?
Q25	What effect does the use of random versions of a question (e.g. using parameterised values) have on the outcomes of e-assessment?
Q26	When writing multiple choice questions, is student learning better enhanced using distractors based on common errors, or randomly-generated distractors?
Roles of e-assessment in course design
Q27	How can formative e-assessments improve students’ performance in later assessments?
Q28	How can regular summative e-assessments support learning?
Q29	What are suitable roles for e-assessment in formative and summative assessment?
Q30	To what extent does the timing and frequency of e-assessments during a course affect student learning?
Q31	What are the relations between the mode of course instruction and students' performance and activity in e-assessment?
Lecturer guidance
Q32	What advice and guidance (both practical and pedagogical) is available to lecturers about using e-assessment in their courses, and to what extent do they engage with it?
Q33	What might a “hierarchy of needs” look like for lecturers who are transitioning to increased use of e-assessments?
Q34	How can lecturers be informed about how students interact with e-assessment tasks, and so help lecturers act upon these findings in an effective way?