Challenges for information technology supporting educational assessment.
This article examines the scope for IT-enabled assessments to serve simultaneously both learners and the enterprise of education. The article proposes ways of combining frameworks that come from two different perspectives: 1) a conceptual approach to assessment design for computerized assessment bas...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 5; pp. 451 - 463 |
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| Autores principales: | , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104223679&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104223679 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2013 vid: 29 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104223679 90133325 10.1111/jcal.12033 104223679 ppf: 451 ppct: 12 formats: tig: atl: Challenges for information technology supporting educational assessment. aug: au: Webb, M. Gibson, D. Forkosh-Baruch, A. affil: King's College London sug: subj: Student Performance Appraisal Academic Achievement Evaluation Conceptual Framework Computers and Computerization Utilization Feedback ab: This article examines the scope for IT-enabled assessments to serve simultaneously both learners and the enterprise of education. The article proposes ways of combining frameworks that come from two different perspectives: 1) a conceptual approach to assessment design for computerized assessment based on evidence-centred design ( ECD) and 2) a framework for formative assessment based on empirical research in classrooms. The article argues that combining the ECD and formative assessment frameworks and building on the opportunities provided by computerized assessments as well as harnessing teachers' and students' experience and developing their validation processes could enable assessments to address simultaneously assessment FOR learning and assessment OF learning. Strategies would include harnessing the benefits of embedded continuous unobtrusive measuring of performance while learners are engaged in interesting computerized tasks designed to support their learning. Learners need to be involved in discussing and negotiating their learning so we conceptualize these embedded unobtrusive processes as 'quiet assessment', whose volume can be turned up by learners whenever they wish, to give them access to meaningful representations of evidence and arguments about their achievements. These strategies could enable a wider range of measures to contribute to judgements of students' achievements, thus supporting their learning in 21st-century contexts. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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