Exploring formative e‐assessment
Using case stories and design patterns
Bibliographic Data
| ID | 19378348 |
|---|---|
| Authors | Caroline Daly (0000-0002-5994-3279, University of London, corresponding author), Norbert Pachler (0000-0002-9770-1836, University of London), Yishay Mor (0000-0001-8079-8443, University of London), Harvey Mellar (0000-0001-6106-9093, University of London) |
| Year | 2010 |
| Volume | 35 |
| Issue | 5 |
| Pages | 619-636 |
| Publication date | 2010-08-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602931003650052 |
| OpenAlex | W2001701961 |
| Language | EN |
| Citations received | 4 |
| References cited | 10 |
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
Formative assessment · Knowledge management · Knowledge survey · Mathematics education · Summative assessment · Computer Science · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Artificial Intelligence
The affordances of a technology-aided formative assessment platform for the assessment and teaching of English as a foreign language
Covid‐19 as the tipping point for integrating e‐assessment in higher education practices
E-Assessment for learning and performativity in higher education
Assisting learning in e-assessment
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2014 - 2022 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |