Digital Access is a multi-platform tool that can be used widely by both students and assessors. Digital assess supplies innovative technology to support learning at all levels including formal education, e-learning, vocational and workplace training. To do this Digital assess provides a variety of tools for assessing the collective work of students as well as providing a platform to self asses and review the work of other students to gain a deeper understanding of how to reach required learning objectives.
The concept central to using digital assess is that users can harness the technology to uniquely capture and complete a learning process, not just a snapshot at the end of term. This piece of software offers 5 different types of digital assessment that can help both the student and the educator. The different assessment titles are capture, annotate, collaborate, measure and manage. These different assessment headings give students and educators an all-encompassing platform for collaborating and sharing feedback on how well a piece of work was completed and where improvements need to be made. Overall digital assess is a user-friendly and efficient tool for educators as it ultimately takes away the hassle created by common mistakes in marking and submission, saving time and cost for educational establishments. Everything is securely submitted and tracked online, so coursework won’t go astray and it has been tested and purported by users that is will give richer views of learning bringing assessment into sharper focus
“Current approaches towards assessment remain poor at measuring and capturing vocational abilities, as well as a broader array of soft skills…. Companies like Digital Assess have put a lot of thought behind developing an approach to overcome this challenge. As a result, many organisations and institutions will now be able to benefit from a more efficient, practical and reliable way to assess the skills of the future.”-Professor Richard Kimbell, Director of the Technology Education Research Unit at Goldsmiths, University of London.