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    Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills

    Access Status
    Fulltext not available
    Authors
    Webb, M.
    Prasse, D.
    Phillips, M.
    Kadijevich, D.
    Angeli, C.
    Strijker, A.
    Carvalho, A.
    Andresen, B.
    Dobozy, Eva
    Laugesen, H.
    Date
    2018
    Type
    Journal Article
    
    Metadata
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    Citation
    Webb, M. and Prasse, D. and Phillips, M. and Kadijevich, D. and Angeli, C. and Strijker, A. and Carvalho, A. et al. 2018. Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills. Technology, Knowledge and Learning. 23 (3): pp. 441-456.
    Source Title
    Technology, Knowledge and Learning
    DOI
    10.1007/s10758-018-9379-7
    ISSN
    2211-1662
    Faculty
    Faculty of Business and Law
    URI
    http://hdl.handle.net/20.500.11937/72415
    Collection
    • Curtin Research Publications
    Abstract

    © 2018, The Author(s). In this article, we identify and examine opportunities for formative assessment provided by information technologies (IT) and the challenges which these opportunities present. We address some of these challenges by examining key aspects of assessment processes that can be facilitated by IT: datafication of learning; feedback and scaffolding; peer assessment and peer feedback. We then consider how these processes may be applied in relation to the assessment of horizontal, general complex 21st century skills (21st CS), which are still proving challenging to incorporate into curricula as well as to assess. 21st CS such as creativity, complex problem solving, communication, collaboration and self-regulated learning contain complex constructs incorporating motivational and affective components. Our analysis has enabled us to make recommendations for policy, practice and further research. While there is currently much interest in and some progress towards the development of learning/assessment analytics for assessing 21st CS, the complexity of assessing such skills, together with the need to include affective aspects means that using IT-enabled techniques will need to be combined with more traditional methods of teacher assessment as well as peer assessment for some time to come. Therefore learners, teachers and school leaders must learn how to manage the greater variety of sorts and sources of feedback including resolving tensions of inconsistent feedback from different sources.

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