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    Challenges for information technology supporting educational assessment

    194035_99406_2013_Challenges_for_information_J.pdf (301.9Kb)
    Access Status
    Open access
    Authors
    Webb, M.
    Gibson, David
    Forkosh-Baruch, A.
    Date
    2013
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Webb, Mary and Gibson, David and Forkosh-Baruch, Alona. 2013. Challenges for information technology supporting educational assessment. Journal of Computer Assisted Learning. 29 (5): pp. 451-462.
    Source Title
    Journal of Computer Assisted Learning
    DOI
    10.1111/jcal.12033
    ISSN
    0266-4909
    Remarks

    This is the accepted version of the following article: Webb, Mary and Gibson, David and Forkosh-Baruch, Alona. 2013. Challenges for information technology supporting educational assessment. Journal of Computer Assisted Learning. 29 (5): pp. 451-462, which has been published in final form at http://doi.org/10.1111/jcal.12033

    URI
    http://hdl.handle.net/20.500.11937/18986
    Collection
    • Curtin Research Publications
    Abstract

    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.

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