Heap, Nick W.; Kear, Karen L. and Bissell, Chris C.
|DOI (Digital Object Identifier) Link:||http://dx.doi.org/10.1080/0304379032000157204|
|Google Scholar:||Look up in Google Scholar|
A well-designed assessment strategy can motivate students, and help teachers and institutions to support deep learning. In contrast, inappropriate forms of assessment may promote surface learning, and will therefore fail to support the true goals of education. Recent theories of learning stress the value of dialogue, negotiation and feedback. Learning is seen to take place within communities of practice, where members collaborate to construct an understanding of their field of study. Assessment within such communities can help provide the feedback and shared meanings essential to membership. Information and communication technologies (ICTs) can facilitate the best aspects of assessment. Possibilities range from simple web-based tests for practice and self-assessment, through facilitation and assessment of group work, to recent developments in semantic analysis for automatic marking. Drawing on the lessons of learning theories, this paper explores how ICTs can support best practice in assessment for engineering education.
|Item Type:||Journal Article|
|Keywords:||education; engineering; information technology; students|
|Academic Unit/Department:||Mathematics, Computing and Technology > Engineering & Innovation
Mathematics, Computing and Technology > Computing & Communications
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
|Depositing User:||Christopher Bissell|
|Date Deposited:||12 Jun 2006|
|Last Modified:||05 Mar 2014 10:26|
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