Educational developers' thinking about assessment

Concepts such as affordances, interactivity and asynchronous learning, more associated with evolving discourse in technology-mediated teaching, are not commonly associated with established thinking about assessment. Of interest then, was the issue of whether these concepts were able to qualitatively enrich existing assessment approaches and inform online assessment practice.

The following comment indicates a way of thinking about educational technology:

"the framework that I personally use is focused on how you get the best use out of educational technology and is based very much on constructivism". (Respondent 3)

Dickey (2003, p. 107) in fact argued that within a constructivist paradigm, the central focus has shifted from an epistemology of transmission to one of construction and that the affordances of the technology highlight opportunities for construction.

While the phrase 'how you get the best use out of educational technology' in the comment above indicates an approach which clearly takes advantage of the learning affordances that the technology offers, it is however more complex than that because the same respondent adds:

"I don't ever start with the technology, or its tools, or any of its characteristics or any of those things......putting together an interesting, stimulating, challenging learning experience for the student and the assessment drives that to some degree....if you are looking at a learning activity as a mode of teaching then assessing that learning activity is what in a sense defines what the students should do. So I don't really have a concept of online assessment as such, because online materials are simply the support for a learning activity rather than defining the learning activity in my view.....I want students to actually create something...I advocate things like problem-based learning, interesting learning activities". (Respondent 3)

What emerges in this respondent's comments, in addition to an obvious awareness of the capabilities of the technology, is the primacy of the learning activity and a clear emphasis on what the student does. The concept of affordances is significant but it is embedded in a broader constructivist framework orientated to the creation of engaging learning activities.

اخر الاخبار

اخبار العتبة العباسية المقدسة

وفد العتبة العباسية المقدسة يهنئ الأمين العام للعتبة الكاظمية المقدسة بمناسبة تعيينه

العتبة العباسية المقدسة تنظم دورة في الإسعافات الأولية لعدد من ملاكاتها

في مستشفى الكفيل.. فريق طبي ينجح بمعالجة مسن يعاني من انسداد القناة الصفراوية

المجمع العلمي يقيم جلسةً قرآنية لتعليم أحكام التلاوة في النجف الأشرف

المزيد

الآخبار الصحية

الأطعمة الحارة.. "سر صغير" يغير صحة قلبك وعقلك

وباء صامت.. الملايين حول العالم مصابون بالسكري دون أن يعلموا !

لماذا ينصح بتناول تفاحة يوميا؟

8 فواكه طبيعية تمنحك نوما هنيئا.. وتخلصك من الأرق

المزيد

الآخبار التكنلوجية

ثلاث علامات على وجود مشاكل خطيرة في محرك السيارة ؟

ماذا نعرف عن اللقاح الروسي ضد السرطان؟

مركبة فضاء تعثر على دليل عن وجود حياة قديمة على المريخ

لتدريب الذكاء الاصطناعي.. الصين تخطط لإنشاء شبكة حوسبة موحدة

المزيد

مواضيع ذات صلة

Reinforcing Effort

REINFORCING EFFORT AND PROVIDING RECOGNITION

HOMEWORK AND PRACTICE Summary

HOMEWORK AND PRACTICE Classroom Example

HOMEWORK AND PRACTICE Classroom Recommendations

HOMEWORK AND PRACTICE Generalizations from Classroom Instruction That Works

HOMEWORK AND PRACTICE Practice

HOMEWORK AND PRACTICE Classroom Example

Adapting Homework to the Stages of Language Acquisition

Classroom Recommendations

Generalizations from Classroom Instruction That Works

HOME WORK AND PRACTICE Homework