Technology enhanced assessment in complex collaborative settings
Building upon discussions by the Assessment Working Group at EDUsummIT 2013, this article reviews recent developments in technology enabled assessments of collaborative problem solving in order to point out where computerised assessments are particularly useful (and where non-computerised assessment...
| Main Authors: | , |
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| Format: | Journal Article |
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Springer
2015
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| Online Access: | http://hdl.handle.net/20.500.11937/69778 |
| _version_ | 1848762131965542400 |
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| author | Webb, M. Gibson, David |
| author_facet | Webb, M. Gibson, David |
| author_sort | Webb, M. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Building upon discussions by the Assessment Working Group at EDUsummIT 2013, this article reviews recent developments in technology enabled assessments of collaborative problem solving in order to point out where computerised assessments are particularly useful (and where non-computerised assessments need to be retained or developed) while assuring that the purposes and designs are transparent and empowering for teachers and learners. Technology enabled assessments of higher order critical thinking in a collaborative social context can provide data about the actions, communications and products created by a learner in a designed task space. Principled assessment design is required in order for such a space to provide trustworthy evidence of learning, and the design must incorporate and take account of the engagement of the audiences for the assessment as well as vary with the purposes and contexts of the assessment. Technology enhanced assessment enables in-depth unobtrusive documentation or ‘quiet assessment’ of the many layers and dynamics of authentic performance and allows greater flexibility and dynamic interactions in and among the design features. Most important for assessment FOR learning, are interactive features that allow the learner to turn up or down the intensity, amount and sharpness of the information needed for self-absorption and adoption of the feedback. Most important in assessment OF learning, are features that compare the learner with external standards of performance. Most important in assessment AS learning, are features that allow multiple performances and a wide array of affordances for authentic action, communication and the production of artefacts. |
| first_indexed | 2025-11-14T10:42:42Z |
| format | Journal Article |
| id | curtin-20.500.11937-69778 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:42:42Z |
| publishDate | 2015 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-697782018-12-14T00:25:06Z Technology enhanced assessment in complex collaborative settings Webb, M. Gibson, David Building upon discussions by the Assessment Working Group at EDUsummIT 2013, this article reviews recent developments in technology enabled assessments of collaborative problem solving in order to point out where computerised assessments are particularly useful (and where non-computerised assessments need to be retained or developed) while assuring that the purposes and designs are transparent and empowering for teachers and learners. Technology enabled assessments of higher order critical thinking in a collaborative social context can provide data about the actions, communications and products created by a learner in a designed task space. Principled assessment design is required in order for such a space to provide trustworthy evidence of learning, and the design must incorporate and take account of the engagement of the audiences for the assessment as well as vary with the purposes and contexts of the assessment. Technology enhanced assessment enables in-depth unobtrusive documentation or ‘quiet assessment’ of the many layers and dynamics of authentic performance and allows greater flexibility and dynamic interactions in and among the design features. Most important for assessment FOR learning, are interactive features that allow the learner to turn up or down the intensity, amount and sharpness of the information needed for self-absorption and adoption of the feedback. Most important in assessment OF learning, are features that compare the learner with external standards of performance. Most important in assessment AS learning, are features that allow multiple performances and a wide array of affordances for authentic action, communication and the production of artefacts. 2015 Journal Article http://hdl.handle.net/20.500.11937/69778 10.1007/s10639-015-9413-5 Springer fulltext |
| spellingShingle | Webb, M. Gibson, David Technology enhanced assessment in complex collaborative settings |
| title | Technology enhanced assessment in complex collaborative settings |
| title_full | Technology enhanced assessment in complex collaborative settings |
| title_fullStr | Technology enhanced assessment in complex collaborative settings |
| title_full_unstemmed | Technology enhanced assessment in complex collaborative settings |
| title_short | Technology enhanced assessment in complex collaborative settings |
| title_sort | technology enhanced assessment in complex collaborative settings |
| url | http://hdl.handle.net/20.500.11937/69778 |