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    Institute of Educational Technology, Open University, UK

    Exploring formative e-assessment: using case stories and design patterns

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    This article presents key findings from a Joint Information Systems Committee-funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project developed a range of cases of formative e-assessment with practitioners across a variety of settings through a series of participant workshops. From a selection of these cases, we identified key elements in how practitioners described the problems and solutions they addressed regarding assessment in relation to learning within their different contexts. The patterns were analysed to highlight aspects of them, which are considered critical in theoretical analyses of formative assessment. We provide an overview of the project and discuss an illustrative case and pattern, followed by an analysis which suggests the particular contribution of technologies to formative assessment. Ultimately, for assessment to have formative effects, tutors and students can be identified as appropriating both social and technological resources in learning situations and engaging with both to learn how to take control over learning experiences.

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    New Full text for this article was not available? Send a request to the author(s).
    Title : Exploring formative e-assessment: using case stories and design patterns
    Author(s) : Caroline Daly, Norbert Pachler, Yishay Mor, Harvey Mellar
    Abstract : This article presents key findings from a Joint Information Systems Committee-funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project developed a range of cases of formative e-assessment with practitioners across a variety of settings through a series of participant workshops. From a selection of these cases, we identified key elements in how practitioners described the problems and solutions they addressed regarding assessment in relation to learning within their different contexts. The patterns were analysed to highlight aspects of them, which are considered critical in theoretical analyses of formative assessment. We provide an overview of the project and discuss an illustrative case and pattern, followed by an analysis which suggests the particular contribution of technologies to formative assessment. Ultimately, for assessment to have formative effects, tutors and students can be identified as appropriating both social and technological resources in learning situations and engaging with both to learn how to take control over learning experiences.
    Keywords : learning, curriculum communication, london knowledge lab

    Subject : unspecified
    Area : Other
    Language : English
    Year : 2010

    Affiliations :  Institute of Educational Technology, Open University, UK
    Journal : Assessment & Evaluation in Higher Education
    Volume : 35
    Issue : 5
    Pages : 619-636
    Url : http://eprints.ioe.ac.uk/4217/

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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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    • Yishay Mor, Lecturer, Institute of Educational Technology, Open University, UK.
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