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    Institute of Educational Technology, Open University, UK

    Scoping a vision for formative e-assessment: a project report for JISC

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    Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessment

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    Description

    New Full text for this article was not available? Send a request to the author(s).
    Title : Scoping a vision for formative e-assessment: a project report for JISC
    Author(s) : Norbert Pachler, Harvey Mellar, Caroline Daly, Yishay Mor, Dylan Wiliam
    Abstract : Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessment
    Keywords : learning, curriculum communication, london knowledge lab

    Subject : unspecified
    Area : Other
    Language : English
    Year : 2009

    Affiliations :  Institute of Educational Technology, Open University, UK
    Journal : wlecentreacuk
    Issue : January
    Publisher : WLE Centre and JISC
    Url : http://eprints.ioe.ac.uk/712/

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    Yishay's Peer Evaluation activity

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    • Yishay Mor, Lecturer, Institute of Educational Technology, Open University, UK.
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    • Derek Jones, Lecturer, Open University.
    • Jill Jameson, Professor, University of Greenwich, Centre for Leadership and Enterprise.
    • Srdjan Verbić, Independent researcher, Inst. for Educ. Quality and Evaluation, Belgrade.

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