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Investigating How Digital Technologies Can Support A Triad-Approach For Student Assessment In Higher Education
PROCEEDINGS

, Mount Royal University, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this research study was to investigate if and how digital technologies could be used to support a triad-approach for student assessment in higher education. This triad-approach consisted of self-reflection, peer feedback, and instructor assessment practices in a pre-service teacher education course at a Canadian university. Through online surveys, journal postings, and post-course interviews the study participants indicated that digital technologies could be used to effectively support such a triad-approach if students were more actively involved in the assessment process and the course instructor placed a greater emphasis on formative assessment practices.

Citation

Vaughan, N. (2012). Investigating How Digital Technologies Can Support A Triad-Approach For Student Assessment In Higher Education. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 815-821). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved June 19, 2019 from .

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