How technology shapes assessment design: Findings from a study of university teachers.
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| Title: | How technology shapes assessment design: Findings from a study of university teachers. |
|---|---|
| Authors: | Bennett, Sue1 sbennett@uow.edu.au, Dawson, Phillip2, Bearman, Margaret3, Molloy, Elizabeth4, Boud, David5,6,7 |
| Source: | British Journal of Educational Technology. Mar2017, Vol. 48 Issue 2, p672-682. 11p. |
| Subject Terms: | *Educational technology research, *Educational technology, *Training of college teachers, *Adults, *Higher education |
| Abstract: | A wide range of technologies has been developed to enhance assessment, but adoption has been inconsistent. This is despite assessment being critical to student learning and certification. To understand why this is the case and how it can be addressed, we need to explore the perspectives of academics responsible for designing and implementing technology-supported assessment strategies. This paper reports on the experience of designing technology-supported assessment based on interviews with 33 Australian university teachers. The findings reveal the desire to achieve greater efficiencies and to be contemporary and innovative as key drivers of technology adoption for assessment. Participants sought to shape student behaviors through their designs and made adaptations in response to positive feedback and undesirable outcomes. Many designs required modification because of a lack of appropriate support, leading to compromise and, in some cases, abandonment. These findings highlight the challenges to effective technology-supported assessment design and demonstrate the difficulties university teachers face when attempting to negotiate mixed messages within institutions and the demands of design work. We use these findings to suggest opportunities to improve support by offering pedagogical guidance and technical help at critical stages of the design process and encouraging an iterative approach to design. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 121348513 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=121348513 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjet.12439 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 672 Subjects: – SubjectFull: Educational technology research Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Training of college teachers Type: general – SubjectFull: Adults Type: general – SubjectFull: Higher education Type: general Titles: – TitleFull: How technology shapes assessment design: Findings from a study of university teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bennett, Sue – PersonEntity: Name: NameFull: Dawson, Phillip – PersonEntity: Name: NameFull: Bearman, Margaret – PersonEntity: Name: NameFull: Molloy, Elizabeth – PersonEntity: Name: NameFull: Boud, David IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 00071013 Numbering: – Type: volume Value: 48 – Type: issue Value: 2 Titles: – TitleFull: British Journal of Educational Technology Type: main |
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