Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills
2018
Аутори
Webb, Mary E.Prasse, Doreen
Phillips, Mike
Kadijević, Đorđe
Angeli, Charoula
Strijker, Allard
Carvalho, Ana Amelia
Andresen, Bent B.
Dobozy, Eva
Laugesen, Hans
Чланак у часопису (Објављена верзија)
Метаподаци
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In this article, we identify and examine opportunities for formative assessment provided by information technologies (IT) and the challenges which these opportunities present. We address some of these challenges by examining key aspects of assessment processes that can be facilitated by IT: datafication of learning; feedback and scaffolding; peer assessment and peer feedback. We then consider how these processes may be applied in relation to the assessment of horizontal, general complex 21st century skills (21st CS), which are still proving challenging to incorporate into curricula as well as to assess. 21st CS such as creativity, complex problem solving, communication, collaboration and self-regulated learning contain complex constructs incorporating motivational and affective components. Our analysis has enabled us to make recommendations for policy, practice and further research. While there is currently much interest in and some progress towards the development of learning/assessme...nt analytics for assessing 21st CS, the complexity of assessing such skills, together with the need to include affective aspects means that using IT-enabled techniques will need to be combined with more traditional methods of teacher assessment as well as peer assessment for some time to come. Therefore learners, teachers and school leaders must learn how to manage the greater variety of sorts and sources of feedback including resolving tensions of inconsistent feedback from different sources.
Кључне речи:
Formative assessment / 21st Century skills / FeedbackИзвор:
Technology Knowledge and Learning, 2018, 23, 3, 441-456Издавач:
- Springer, Dordrecht
DOI: 10.1007/s10758-018-9379-7
ISSN: 2211-1662
WoS: 000456514300006
Scopus: 2-s2.0-85051526310
Институција/група
IPITY - JOUR AU - Webb, Mary E. AU - Prasse, Doreen AU - Phillips, Mike AU - Kadijević, Đorđe AU - Angeli, Charoula AU - Strijker, Allard AU - Carvalho, Ana Amelia AU - Andresen, Bent B. AU - Dobozy, Eva AU - Laugesen, Hans PY - 2018 UR - http://ipir.ipisr.org.rs/handle/123456789/294 AB - In this article, we identify and examine opportunities for formative assessment provided by information technologies (IT) and the challenges which these opportunities present. We address some of these challenges by examining key aspects of assessment processes that can be facilitated by IT: datafication of learning; feedback and scaffolding; peer assessment and peer feedback. We then consider how these processes may be applied in relation to the assessment of horizontal, general complex 21st century skills (21st CS), which are still proving challenging to incorporate into curricula as well as to assess. 21st CS such as creativity, complex problem solving, communication, collaboration and self-regulated learning contain complex constructs incorporating motivational and affective components. Our analysis has enabled us to make recommendations for policy, practice and further research. While there is currently much interest in and some progress towards the development of learning/assessment analytics for assessing 21st CS, the complexity of assessing such skills, together with the need to include affective aspects means that using IT-enabled techniques will need to be combined with more traditional methods of teacher assessment as well as peer assessment for some time to come. Therefore learners, teachers and school leaders must learn how to manage the greater variety of sorts and sources of feedback including resolving tensions of inconsistent feedback from different sources. PB - Springer, Dordrecht T2 - Technology Knowledge and Learning T1 - Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills EP - 456 IS - 3 SP - 441 VL - 23 DO - 10.1007/s10758-018-9379-7 ER -
@article{ author = "Webb, Mary E. and Prasse, Doreen and Phillips, Mike and Kadijević, Đorđe and Angeli, Charoula and Strijker, Allard and Carvalho, Ana Amelia and Andresen, Bent B. and Dobozy, Eva and Laugesen, Hans", year = "2018", abstract = "In this article, we identify and examine opportunities for formative assessment provided by information technologies (IT) and the challenges which these opportunities present. We address some of these challenges by examining key aspects of assessment processes that can be facilitated by IT: datafication of learning; feedback and scaffolding; peer assessment and peer feedback. We then consider how these processes may be applied in relation to the assessment of horizontal, general complex 21st century skills (21st CS), which are still proving challenging to incorporate into curricula as well as to assess. 21st CS such as creativity, complex problem solving, communication, collaboration and self-regulated learning contain complex constructs incorporating motivational and affective components. Our analysis has enabled us to make recommendations for policy, practice and further research. While there is currently much interest in and some progress towards the development of learning/assessment analytics for assessing 21st CS, the complexity of assessing such skills, together with the need to include affective aspects means that using IT-enabled techniques will need to be combined with more traditional methods of teacher assessment as well as peer assessment for some time to come. Therefore learners, teachers and school leaders must learn how to manage the greater variety of sorts and sources of feedback including resolving tensions of inconsistent feedback from different sources.", publisher = "Springer, Dordrecht", journal = "Technology Knowledge and Learning", title = "Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills", pages = "456-441", number = "3", volume = "23", doi = "10.1007/s10758-018-9379-7" }
Webb, M. E., Prasse, D., Phillips, M., Kadijević, Đ., Angeli, C., Strijker, A., Carvalho, A. A., Andresen, B. B., Dobozy, E.,& Laugesen, H.. (2018). Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills. in Technology Knowledge and Learning Springer, Dordrecht., 23(3), 441-456. https://doi.org/10.1007/s10758-018-9379-7
Webb ME, Prasse D, Phillips M, Kadijević Đ, Angeli C, Strijker A, Carvalho AA, Andresen BB, Dobozy E, Laugesen H. Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills. in Technology Knowledge and Learning. 2018;23(3):441-456. doi:10.1007/s10758-018-9379-7 .
Webb, Mary E., Prasse, Doreen, Phillips, Mike, Kadijević, Đorđe, Angeli, Charoula, Strijker, Allard, Carvalho, Ana Amelia, Andresen, Bent B., Dobozy, Eva, Laugesen, Hans, "Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills" in Technology Knowledge and Learning, 23, no. 3 (2018):441-456, https://doi.org/10.1007/s10758-018-9379-7 . .