Severine Lancia¹ Catherine Johnson¹
1 Elsevier

Technology enhancements can play a critical role in meeting the needs of both educators and learners, presenting real opportunities to deliver personalized assessment and timely feedback. 

Global disruption caused by the Covid-19 pandemic forced institutions to rapidly adopt and adapt online education, while also embracing technology to offer inventive assessment solutions in Health Professions Education. 

There is a lot to learn from that growth in assessment innovation. 

The GME division of Elsevier has been looking at best practices in TEA across the globe post- pandemic (Asia, Africa, Australasia, Europe, North America, South Africa), identifying innovative solutions to advance the authenticity of assessment, engage learners, optimize assessment delivery and track learners’ progress, but also significant challenges, particularly the digital inequity amongst learners and institutions. 

Available resources vary greatly between countries and between institutions within the same country, as universities exhibit diversity in terms of digital accessibility, infrastructure for connectivity, capacity of devices, affordability, and students' digital capabilities. 

We’ve seen a rapid growth in computer-based assessment, digital open-book assessment, video-based assessment, gamification in assessment, and BYOD (Bring Your Own Device) assessment. 

The post-pandemic TEA future should focus on promoting digital equity and using technology to drive authentic assessment, supporting compassion, self-care, self-development. 

Drawing on interviews with educators and students, this work attempts at capturing new approaches to assessment post-Covid, providing a common understanding of the TEA and taking into consideration technology that promotes equity and accessibility. 

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