@conference{
author = "Webb, M. and Andresen, B. and Angeli, C. and Carvalho, A. A. and Dobozy, E. and Laugesen, H. and Kadijević, Đorđe and Phillips, M. and Prasse, D. and Strijker, A.",
year = "2017",
abstract = "The future of assessment faces major challenges including the use of IT to facilitate
formative assessment that is important for improving learners’ development, motivation
and engagement in learning. In many countries, in recent years, a renewed focus on
assessments to support learning has been pushing against the burgeoning of testing for
accountability, which in some countries, renders effective formative assessment
practices almost impossible. Moreover, a systematic review by Harlen and Deakin Crick
(2002) revealed that a strong focus on summative assessment for accountability can
reduce motivation and disengage many learners. At the same time use of IT‐enabled
assessments has been increasing rapidly, as they offer promise of cheaper ways of
delivering and marking assessments as well as access to vast amounts of assessment
data from which a wide range of judgements might be made about students, teachers,
schools and education systems (Gibson & Webb, 2015). These opportunities also extend
to assessment of complex collaborative work (Webb & Gibson, 2015). Current
opportunities for using IT, including for harnessing the data that is being collected
automatically, for formative assessment are underexplored and less well understood
than those for summative assessments. Opportunities for learning with IT and perhaps
with less teacher input are increasing but this depends on students developing as
autonomous or independent learners. Research in formative assessment including
effective feedback has emphasised the value of peer assessment practices for
developing self‐assessment capabilities and hence independent learners (Black,
Harrison, Lee, Marshall, & William, 2003). At previous EDUsummITs the possibilities and
challenges for IT‐enabled assessments to support simultaneously both formative and
summative purposes were analysed (Webb, Gibson, & Forkosh‐Baruch, 2013). While these challenges remain, at EDUsummIT 2017 we focused on the opportunities and
challenges of IT supporting formative assessment because effective formative
assessment is known to be extremely important for learning.",
journal = "Rethinking learning in a digital age",
title = "Thematic Working Group 5: Formative assessment supported by technology.",
pages = "53-46",
url = "https://hdl.handle.net/21.15107/rcub_ipir_996"
}
