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|DOI (Digital Object Identifier) Link:||https://doi.org/10.4018/978-1-60566-294-7|
|Google Scholar:||Look up in Google Scholar|
This chapter examines the role Web 2.0 tools can play in promoting the Assessment for Learning Agenda. It presents a number of cases of peer, self and computer assessments that display a range of characteristics proposed by Elliott (2008) for the next generation of assessment tasks. The discussion of the cases revealed a missing characteristic which is a form of feedback to the students that will take their learning forward which I have called 'Advice for Action'. In order for assessment tasks and tools to become more effective they need to be embedded within a pedagogical framework, which in turn, requires a supportive infrastructure as proposed by the 4Ts pyramid. The major components of the pyramid consist of (a) Tool Development, (b) Staff Training, (c) Rethinking the Assessment Tasks and (d) Learning from the Assessment Tasks.
|Item Type:||Book Chapter|
|Copyright Holders:||2010 IGI Global|
|Keywords:||e-assessment; web-based interactions; web-delivered education; Web 2.0; computer-mediated communication; asynchronous communications; asynchronous discussion; distance education; accreditation; assessment; assessment 2.0; collaboration technologies; collaborative learning; computer-assisted education; case study; constructivism; research issues; educational technology; implementation; pedagogy; summative evaluations; formative evaluations; technology-enhanced learning; undergraduate education|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Denise Whitelock|
|Date Deposited:||02 Feb 2010 16:12|
|Last Modified:||07 Feb 2017 20:35|
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