TY - JOUR
T1 - Where’s the Transformation? Unlocking the Potential of Technology-Enhanced Assessment
AU - Sweeney, Trudy
AU - West, Deborah
AU - Groessler, Anthea
AU - Haynie, Aeron
AU - Higgs, Bettie
AU - Macaulay,, Janet
AU - Mercer-Mapstone, Lucy
AU - Yeo, Michelle
PY - 2017
Y1 - 2017
N2 - This study provides insight into technology-enhanced assessment (TEA) indiverse higher education contexts. The effectiveness of using technology forassessment in higher education is still equivocal, particularly in regard toevidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of “transformation” afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEAin higher education.
AB - This study provides insight into technology-enhanced assessment (TEA) indiverse higher education contexts. The effectiveness of using technology forassessment in higher education is still equivocal, particularly in regard toevidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of “transformation” afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEAin higher education.
U2 - http://tlijournal.com/tli/index.php/TLI/article/view/143/143
DO - http://tlijournal.com/tli/index.php/TLI/article/view/143/143
M3 - Article
SN - 2167-4779
VL - 5
SP - 1
EP - 16
JO - Teaching and Learning Inquiry
JF - Teaching and Learning Inquiry
IS - 1
ER -