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This paper presents a study of computer based text development processes performed by ten native English language writers. The aim of this study is to analyse the text development process at a micro-level using a computer to explore whether unique keystroke patterns exist that can be used to identify individuals and different writing tasks. Keystroke logging techniques have been used together with fuzzy-logic comparison engines to identify unique keystroke patters across different tasks. Results indicate that patterns can be defined that are stable within writers but different between writers. Finally the paper suggests future improvements to the comparison engines and discusses ethical issues that need to be considered if such an identification mechanism were to be introduced into online assessment systems.

Plagiarism has gained much public attention with media, corporations and researchers leading the way. The general public’s perception is that plagiarism is a ‘plague’ spreading without control within our educational institutes. Furthermore, a social perception has been created that the Internet is the ‘catalyst’ of modern-day plagiarism. This chapter explores the domain of plagiarism, taking into consideration some definitions of plagiarism, the recent history, the cultural context, the view of students and teachers, and the situation in Distance Education. The chapter goes on to discuss the actual catalysts of plagiarism and methods used to detect plagiarism. Finally the chapter forwards some good practices that may help prevent and act as deterrents of plagiarism and addresses challenges faced in tackling the problem of plagiarism.

This paper reports on a research study to investigate the impact of assessment practices on the learning process, student learning outcomes and student attitudes to learning in a large-scale distance education IT degree programme in Sri Lanka. The national context for higher education is described, especially the national challenges for widening access to, and participation in, higher education. The study is set within a developmental context which has involved a continual process of improvement through the use of technology enhanced learning. This process has addressed the need to improve retention and progression rates and the need to develop assessment practices in order to improve support for student learning. The paper includes a discussion of related work with regard to the development of online learning communities, promotion of collaborative learning and development of assessment for learning approaches. Findings from the research study are presented which arise from an analysis of students’ enrolment, retention and progression rates in relation to three developmental phases of the programme. The outcomes of a survey of students’ perspectives on their experience of assessment practices within this developmental context are also reported. The discussion identifies successes, areas for further improvement and directions for future research and development in relation to technology enhanced assessment for learning.

The rapid growth in distance education and the quality requirements from higher educational programs are considered challenges that assessment designers need to address. Higher order thinking and collaborative learning skills are considered as two higher education quality assurance criterion. This research is conducted in a distance education setting in the Bachelor of Information Technology [BIT] degree programme offered by the University of Colombo School of Computing in Sri Lanka and is based on the design of a Formative Assessment in Distance Education [FADE] model. The design is based on previous research, students’ perspectives and pedagogical and technological considerations. The FADE model is investigated at a meta-level in reference to students’ learning and their achievements, and how it aligns with different competencies and attitudes of students. The results of the study indicate that in this particular educational context, the FADE model’s measures of higher order thinking and collaborative learning skills show an alignment with the students’ achievements in their examinations and also indicate some relationships to their competencies and attitudes.