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The use of e-assessment is increasing rapidly in the vocational education and training(VET) sector in Australia. Recent national benchmarking surveys, conducted by the Australian Flexible Learning Framework (Framework), revealed that over forty per cent of Registered Training Organisations (RTOs) and more than sixty per cent of teachers and trainers are using some form of e-assessment (Australian Flexible Learning Framework 2010).The most common form of e-assessment appears to be the online quiz (Callan and Clayton, 2010). However the consultations conducted during the development of these guidelines revealed that assessors are using a wide range of e-assessment strategies to collect evidence, provide feedback and record and report assessment outcomes. Both the Framework and the former National Quality Council have been keen to promote e-assessment and to ensure that e-assessment materials and practices are consistent with the principles of good assessment that are embedded in the Australian Quality Training Framework (AQTF).To this end, the Council and the Framework commissioned the development of this set of guidelines. These are designed to: promote quality e-assessment materials and practices that are consistent with the (AQTF), ensure that e-assessment materials are readily accessible across the VET system,and  encourage further innovation in the design and deployment of e-assessment materials and systems.It is envisaged that a range of stakeholders will use the guidelines. For example: enterprise and industry organisations may use the guidelines to check that eassessment materials meet the relevant competency standards, are accessible to all employees and are deployed in the most efficient manner. RTOs may use the guidelines to inform decisions about the acquisition or development of e-assessment materials and systems.  assessors may apply the guidelines in deciding how e-assessment materials and systems may be used to enha

This guide will assist assessors to offer streamlined recognition processes and enable them to help employers and recognition candidates to be better informed about recognition. This guide is intended for trained assessors who are familiar with key aspects of quality assessment practice, including the principles of assessment and the use of a wide variety of methods of assessment applicable to both groups and individuals. This guide is not a substitute for thorough training in assessment for all assessors.

MIT today announced the launch of an online learning initiative internally called "MITx." MITx will offer a portfolio of MIT courses through an online interactive learning platform that will:organize and present course material to enable students to learn at their own pacefeature interactivity, online laboratories and student-to-student communicationallow for the individual assessment of any student's work and allow students who demonstrate their mastery of subjects to earn a certificate of completion awarded by MITxoperate on an open-source, scalable software infrastructure in order to make it continuously improving and readily available to other educational institutions.

Executive Summary Severe overspending habits can be highly resistant to change because they share many characteristics of addictions. Prochaska's Stages-of-Change Model has been used effectively in treating addictions and has been helpful in debt counseling. This article explains the Stages-of-Change Model using language easily accessible to financial advisers and their clients. Five stages of change are described in this paper: denial, ambivalence, preparation, action, and maintenance-along with the client's potential slide into relapse. The article provides guidance for assessing the overspending client's readiness to change and describes techniques for moving clients toward lasting success in controlling overspending habits.

Certainty Based Marking (CBM) involves asking students not only the answer to an objective question, but also how certain they are that their answer is correct. The mark scheme rewards accurate reporting of certainty and good discrimination between more and less reliable answers. This encourages reflection about justification and soundness of relevant knowledge and skills, and probes weaknesses more deeply. I