Assessment and Student Learning: A Fundamental Relationship and the Role of Information and Communication Technologies
Open Learning Volume 23, Number 1, ISSN 0268-0513
This paper reviews the role of assessment in student learning and its relationship with the use of information and communication technologies (ICT). There is ample evidence of technology-led innovations failing to achieve the transformations expected by educators. We draw upon existing research to illustrate the links between aspects of student learning, assessment practices and the use of ICT. Assessment influences not only "what" parts of a course get studied, but also "how" those parts are studied. While the adoption of ICT does not, in itself, change student behaviours, appropriately designed assessment that exploits the potential of ICT can change students' approaches to learning. We argue that ICT can enable important learning outcomes to be achieved, but these must be underpinned by an assessment strategy that cues students to adopt a suitable approach to learning. (Contains 2 tables.)
Kirkwood, A. & Price, L. (2008). Assessment and Student Learning: A Fundamental Relationship and the Role of Information and Communication Technologies. Open Learning, 23(1), 5-16.
Cited ByView References & Citations Map
Gary Mersham, The Open Polytechnic of New Zealand
Journal of Open, Flexible, and Distance Learning Vol. 13, No. 1 (2009) pp. 51–70
Celia Thompson & Matthew Absalom, University of Melbourne, Australia
Global Learn 2011 (Mar 28, 2011) pp. 375–384
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