Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18335
Title: Technology enhanced formative assessment for 21st century learning
Authors: Spector, J. Michael
Ifenthaler, Dirk
Sampson, Demetrios
Yang, Joy Lan
Mukama, Evode
Warusavitarana, Amali
Dona, Kulari Lokuge
Eichhorn, Koos
Fluck, Andrew
Huang, Ronghuai
Bridges, Susan
Lu, Jingyan
Ren, Youqun
Gui, Xiaoqing
Deneen, Christopher C.
San Diego, J.
Gibson, David C.
Keywords: Formative assessment
Inquiry-based learning
Problem-based learning
Summative assessment
Technologies for assessment
Issue Date: 2016
Citation: Spector, J. M., Ifenthaler, D., Sampson, D., Yang, J. L., Mukama, E., Warusavitarana, A., … & Gibson, D. C. (2016). Technology enhanced formative assessment for 21st century learning. Journal of Educational Technology and Society. 19(3), 58-71. Retrieved from http://www.ifets.info/journals/19_3/7.pdf
Abstract: This paper is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues with regard to the role of technology in assessment as, for and of learning in the 21st century. The group decided to focus primarily on formative assessment rather than summative assessment and high stakes testing. Formative assessments and feedback provide an important opportunity to support and enhance student learning. Recognizing shifts in education towards blended and online learning with problem-based and inquiry-based approaches led to considerations of technologies that could effectively support formative assessment and informative feedback to 21st century learners. The paper concludes with a summary of conclusions and recommendations of the working group to be taken up in subsequent efforts.
URI: http://hdl.handle.net/10497/18335
ISSN: 1176-3647 (print)
1436-4522 (online)
Website: http://www.ifets.info/journals/19_3/7.pdf
Appears in Collections:Journal Articles

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