Mary Webb1 and Dirk Ifenthaler2
1 King’s College London, UK 2 University of Mannheim, Germany
Abstract
Keywords
References
The future of assessment faces major challenges including, perhaps most importantly, the extent to which assessments, when enabled by IT, can serve simultaneously the needs of learners and those of the enterprise of education [1, 2]. In many countries, in recent years, a renewed focus on assessments to support learning has been pushing against the burgeoning of testing for accountability [3, 4], which in some countries, renders effective formative assessment practices almost impossible [4]. Furthermore a strong focus on summative assessment for accountability can reduce motivation and disengage many learners [5]. At the same time use of IT-enabled assessments has been increasing rapidly [3], as they offer promise of cheaper ways of delivering and marking assessments as well as access to vast amounts of assessment data from which a wide range of judgements might be made about students, teachers, schools and education systems. Opportunities for using IT for formative assessment are underexplored and less well understood than those for summative assessments. At the same time formative assessment is known to be extremely important for learning. Our aim is to identify examples of innovative practices as well as research evidence of how IT -enabled assessment can support formative assessment practices and assessment as learning.
1.
Webb, M., E., Gibson, D., Forkosh-Baruch, A.: Challenges for information technology supporting educational assessment. Journal of Computer Assisted Learning. 29(5), 451-462 (2013)2.
Bennett, R.E.: The Changing Nature of Educational Assessment. Review of Research in Education. 39(1), 370-407 (2015)3.
Shute, V.J., Leighton, J.P., Jang, E.E., Chu, M.-W.: Advances in the Science of Assessment. Educational Assessment.Book of Abstracts
Digital agency to empower equity in education
Miri Shonfeld1 and Don Passey21Kibbutzim College of Education, Tel Aviv, Israel [email protected] 2Lancaster University, UK [email protected]
Abstract
Keywords
References
TWG 4 is researching digital agency empowering equity in education. We consider definitions of digital agency, identify projects and practices positively supporting equity, and explore impact in this field. Martin defined learner agency as “the capability of individual human beings to make choices and act on these choices in a way that makes a difference in their lives” (p.135) [1], while Lindgren and McDaniel concluded that “narrative and agency have complementary influences on processes of learning and engagement, … nurturing human thinking and creative expression” (p.353) [2]. Schwartz and Okita (n.d.) differentiated factors supporting high, rather than low, agency, including how cultural background may affect how individuals engage with student-centredness [3]. We focus on this latter concern, identifying relevant worldwide projects, such as the Technology, Education, and Cultural Diversity (TEC) Center in Israel, the Global Classroom in Canada, and the Dissolving Boundaries Project in Ireland. Our aim is to identify and recommend appropriate practices to those supporting 4-21-year-old learners onsite, online or in blended approaches. As digital engagement with learning is increasing, concepts of digital agency must be considered appropriately by policy makersand practitioners when developing and implementing provision for learners, locally, regionally, nationally and internationally.
1. Martin, J.: Self-regulated learning, social cognitive theory, and agency. Educational Psychologist. 39, 135- 145 (2004)
2. Lindgren, R., McDaniel, R.: Transforming Online Learning through Narrative and Student Agency. Educational Technology & Society. 15(4), 344–355 (2012)
3. Schwartz, D.L., Okita, S.: The Productive Agency in Learning by Teaching. Stanford University School of Education, Stanford, CA (n.d.)
Digital agency · equity · ICT in education
Formative assessment supported by technology
Mary Webb1 and Dirk Ifenthaler2
1 King’s College London, UK 2 University of Mannheim, Germany
Abstract
Keywords
References
The future of assessment faces major challenges including, perhaps most importantly, the extent to which assessments, when enabled by IT, can serve simultaneously the needs of learners and those of the enterprise of education [1, 2]. In many countries, in recent years, a renewed focus on assessments to support learning has been pushing against the burgeoning of testing for accountability [3, 4], which in some countries, renders effective formative assessment practices almost impossible [4]. Furthermore a strong focus on summative assessment for accountability can reduce motivation and disengage many learners [5]. At the same time use of IT-enabled assessments has been increasing rapidly [3], as they offer promise of cheaper ways of delivering and marking assessments as well as access to vast amounts of assessment data from which a wide range of judgements might be made about students, teachers, schools and education systems. Opportunities for using IT for formative assessment are underexplored and less well understood than those for summative assessments. At the same time formative assessment is known to be extremely important for learning. Our aim is to identify examples of innovative practices as well as research evidence of how IT -enabled assessment can support formative assessment practices and assessment as learning.