The world is changing at a rapid pace and the necessary knowledge, skills and practices are also constantly evolving and requiring adaptation. Whilst pedagogical thinking and curricular has sought to address such challenges, it is argued that assessment practices lag behind and are preoccupied with traditional methods, narrow achievements and qualifications. Technology enhanced assessment or TEA is argued, from a sociocultural perspective, to have potential to help address some of these challenges and make assessment more meaningful for learners. The paper reports on an on-going study investigating the potential of TEA to support innovative forms of assessment practice and how far these have been transformational for students, teachers and organisations. Findings from an extensive literature review are reported , focusing in particular on the blurring of boundaries between formative and summative assessment in recent studies of TEA. The paper argues that such possibilities can increase the sustainability of learning by making assessment more integrated and meaningful and can take place over longer time periods. The paper discusses the social, cultural, economic and political influences that hindered some of the studies in our review from realising their full potential and finally, the role of TEA in rethinking assessment as a more sustainable practice is considered.
|Publication status||Published - 31 Aug 2013|
|Event||European Association for Research in Learning and Instruction (EARLI) conference - Technische Universität München (TUM), Munich, United Kingdom|
Duration: 27 Aug 2013 → 31 Aug 2013
|Conference||European Association for Research in Learning and Instruction (EARLI) conference|
|Period||27/08/13 → 31/08/13|
Timmis, S. E., Broadfoot, P. M., & Sutherland, R. J. (2013). Beyond formative and summative: sustaining learning through technology enhanced assessment. Paper presented at European Association for Research in Learning and Instruction (EARLI) conference, Munich, United Kingdom.