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...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
Wiley-Blackwell Publishing Ltd
2013
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| Online Access: | http://hdl.handle.net/20.500.11937/18986 |
| _version_ | 1848749904440066048 |
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| author | Webb, M. Gibson, David Forkosh-Baruch, A. |
| author_facet | Webb, M. Gibson, David Forkosh-Baruch, A. |
| author_sort | Webb, M. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T07:28:21Z |
| format | Journal Article |
| id | curtin-20.500.11937-18986 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:28:21Z |
| publishDate | 2013 |
| publisher | Wiley-Blackwell Publishing Ltd |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-189862019-02-19T05:35:24Z Challenges for information technology supporting educational assessment Webb, M. Gibson, David Forkosh-Baruch, A. 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. 2013 Journal Article http://hdl.handle.net/20.500.11937/18986 10.1111/jcal.12033 Wiley-Blackwell Publishing Ltd fulltext |
| spellingShingle | Webb, M. Gibson, David Forkosh-Baruch, A. Challenges for information technology supporting educational assessment |
| title | Challenges for information technology supporting educational assessment |
| title_full | Challenges for information technology supporting educational assessment |
| title_fullStr | Challenges for information technology supporting educational assessment |
| title_full_unstemmed | Challenges for information technology supporting educational assessment |
| title_short | Challenges for information technology supporting educational assessment |
| title_sort | challenges for information technology supporting educational assessment |
| url | http://hdl.handle.net/20.500.11937/18986 |