Towards a Framework to Support the Implementation of Digital Formative Assessment in Higher Education
Bibliographic Data
| ID | 22046347 |
|---|---|
| Authors | Sila Kaya-Capocci (Ağrı İbrahim Çeçen University), Sila Kaya (0000-0002-2653-855X, Ağrı İbrahim Çeçen University), Michael O’leary (0000-0002-6771-904X, Dublin City University), Eamon Costello (0000-0002-2775-6006, Dublin City University, corresponding author) |
| Year | 2022 |
| Volume | 12 |
| Issue | 11 |
| Pages | 823 |
| Publication date | 2022-11-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12110823 |
| OpenAlex | W4309179901 |
| Language | EN |
| Citations received | 7 |
| References cited | 24 |
This paper proposes a framework to support the use of digital formative assessment in higher education. The framework is informed by key principles and approaches underpinning effective formative assessment and, more specifically, by approaches to formative assessment that leverage the functionalities of technology. The overall aim is to provide a structured conceptualisation of digital formative assessment that supports the planning of lectures and other teaching and learning activities in higher education classrooms. At the heart of the framework, as presented in this paper, is a 12-cell grid comprising 4 key formative assessment strategies (sharing learning intentions and success criteria, questioning and discussion, feedback, and peer- and self-assessment) crossed with 3 functionalities of technology (sending and displaying, processing and analysing, and interactive environments). These functionalities of technologies are used as the basis to integrate digital tools into formative assessment for effective teaching and learning processes. For each cell in the grid, an exemplary digital formative assessment practice is described. This paper highlights the framework’s potential for enhancing the practice of digital formative assessment and its significance in light of the ongoing digital transformation. This paper concludes with suggesting a programme of research that might be undertaken to evaluate its utility and impact in higher education contexts
Educational technology · Formative assessment · Higher education · Knowledge management · Mathematics education · Underpinning · Computer Science · Engineering · Higher Education Learning Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Artificial Intelligence
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| Unique citing works | 7 |
|---|---|
| Citations per year | 2,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |