Assuring quality in higher education: defining dimensions in e-assessment

Purpose – Amidst the COVID-19 pandemic, higher education has shifted significantly towards online learning, prompting widespread use of digital tools in teaching. However, ensuring quality student assessment in online environments remains a challenge. This research, part of the REMOTE project (ref: 2022-1-ES01-KA220-HED-000085829) funded by the European Union, aims to tackle this challenge. Collaborating with multiple Higher Education Institutions (HEIs) and External Quality Assurance Agencies (EQAAs) across Europe, the study focuses on investigating the efficacy and quality of e-assessment methods.
Design/methodology/approach – In the previous review by Casadesús et al. (2024), it was noted that e-assessment has not been extensively studied, possibly due to its novelty. This article contributes an additional exploratory step in this research. Specifically, it discusses the results of interviews with 33 experts globally in the field, including researchers, HEIs’ administrators, and EQAAs’ representatives. These interviews, centered around three specific questions about the quality of the eassessment, have been fully documented and publicly available for further scrutiny.
Findings – This research undertakes a qualitative analysis, leveraging insights from the previous interviews. Employing a structured data analysis methodology pioneered by Goia (1998), this article discerns critical dimensions for defining an effective e-assessment system that upholds quality standards.
Originality/value – This paper contributes to the ongoing discourse on online education by offering preliminary insights into the development of a comprehensive quality assurance framework. By delineating key dimensions for e-assessment quality, the presented findings serve as a foundational step towards fostering excellence in online education environments.

e-assessment, quality in higher education, virtual learning