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dc.contributor.authorWebb, M.
dc.contributor.authorGibson, David
dc.contributor.authorForkosh-Baruch, A.
dc.date.accessioned2017-01-30T12:11:10Z
dc.date.available2017-01-30T12:11:10Z
dc.date.created2013-12-30T20:00:31Z
dc.date.issued2013
dc.identifier.citationWebb, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/18986
dc.identifier.doi10.1111/jcal.12033
dc.description.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.

dc.publisherWiley-Blackwell Publishing Ltd
dc.titleChallenges for information technology supporting educational assessment
dc.typeJournal Article
dcterms.source.volume29
dcterms.source.number5
dcterms.source.startPage451
dcterms.source.endPage462
dcterms.source.issn0266-4909
dcterms.source.titleJournal of Computer Assisted Learning
curtin.note

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

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curtin.accessStatusOpen access


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