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The e-assessment burger: supporting the before and after in e-assessment systems

Adams, Anne and Clough, Gill (2015). The e-assessment burger: supporting the before and after in e-assessment systems. Interaction Design and Architecture(s)(25) pp. 39–57.

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Abstract

This paper describes a threshold concept-driven e-assessment system that supports teachers in writing effective formative multiple-choice questions, creating quizzes tailored to students’ learning pathways. The system, which has been co-designed with teachers, acts as the ‘bun’ on either side of an ‘e-assessment burger’ pedagogically scaffolding quiz creation (the top of the bun), integrating the quiz within personalized learning trajectories (the burger) and feeding the results back to the learners and teachers to guide the direction of future learning pathways (the bottom of the bun). The evaluation with 26 students in 3 subjects across two schools identified that supporting the before and after e-assessment empowers a shift in teachers’ encouragement for student ownership of assessment, guiding their learning pathways. Teachers also provide insights into how the system scaffolding and visualisations inspired changes to sequencing learning and teaching practices. In conclusion the changing role of assessment within a school ecosystem is debated.

Item Type: Journal Item
Copyright Holders: 2015 The Authors
ISSN: 2283-2998
Project Funding Details:
Funded Project NameProject IDFunding Body
JuxtalearnNot SetEC
Keywords: threshold concepts, e-assessment, learning pathways, formative assessment, visualisations, secondary education, diagnostic
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Interdisciplinary Research Centre: Centre for Policing Research and Learning (CPRL)
Centre for Research in Computing (CRC)
Centre for Research in Education and Educational Technology (CREET)
Item ID: 44380
Depositing User: Anne Adams
Date Deposited: 18 Sep 2015 08:43
Last Modified: 12 Feb 2017 10:54
URI: http://oro.open.ac.uk/id/eprint/44380
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