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

Pachler, Norbert; Mellar, Harvey; Daly, Caroline; Mor, Yishay; Wiliam, Dylan and Laurillard, Diana (2009). Scoping a vision for formative e-assessment: a project report for JISC. JISC.

URL: http://www.jisc.ac.uk/media/documents/projects/sco...
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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

Item Type: Other
Copyright Holders: 2009 The Authors
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 30315
Depositing User: Yishay Mor
Date Deposited: 03 Oct 2012 12:59
Last Modified: 20 Jun 2014 09:48
URI: http://oro.open.ac.uk/id/eprint/30315
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