Educational developers' thinking about assessment

Concepts such as affordances, interactivity and asynchronous learning, more associated with evolving discourse in technology-mediated teaching, are not commonly associated with established thinking about assessment. Of interest then, was the issue of whether these concepts were able to qualitatively enrich existing assessment approaches and inform online assessment practice.

The following comment indicates a way of thinking about educational technology:

"the framework that I personally use is focused on how you get the best use out of educational technology and is based very much on constructivism". (Respondent 3)

Dickey (2003, p. 107) in fact argued that within a constructivist paradigm, the central focus has shifted from an epistemology of transmission to one of construction and that the affordances of the technology highlight opportunities for construction.

While the phrase 'how you get the best use out of educational technology' in the comment above indicates an approach which clearly takes advantage of the learning affordances that the technology offers, it is however more complex than that because the same respondent adds:

"I don't ever start with the technology, or its tools, or any of its characteristics or any of those things......putting together an interesting, stimulating, challenging learning experience for the student and the assessment drives that to some degree....if you are looking at a learning activity as a mode of teaching then assessing that learning activity is what in a sense defines what the students should do. So I don't really have a concept of online assessment as such, because online materials are simply the support for a learning activity rather than defining the learning activity in my view.....I want students to actually create something...I advocate things like problem-based learning, interesting learning activities". (Respondent 3)

What emerges in this respondent's comments, in addition to an obvious awareness of the capabilities of the technology, is the primacy of the learning activity and a clear emphasis on what the student does. The concept of affordances is significant but it is embedded in a broader constructivist framework orientated to the creation of engaging learning activities.

اخر الاخبار

اخبار العتبة العباسية المقدسة

قسم العلاقات العامة يناقش مع منتدى شباب الإسكان إقامة مهرجان تكريم طالبات المدارس المرتديات العباءة في القادسية

سماحة السيد الصافي يدعو إلى توحيد الجهود في تحقيق التراث لضمان الرصانة والدقة وخدمة الساحة العلمية

المجمع العلمي ينظم محاضرة إرشادية ضمن المشروع القرآني في مدارس بابل

بذكرى شهادته.. العتبة العباسية المقدسة تشرع في تقديم خدماتها لزائري مرقد الإمام الكاظم (عليه السلام)

المزيد

الآخبار الصحية

6 فواكة تساعدك على الشعور بتحسّن عند المرض

حفاظا على صحة العين.. هذا أفضل وقت لتناول فيتامين أ

الاستخدام اليومي لسماعات الأذن.. أخطر مما تتصور !

هل توقيت نشاطك اليومي يؤثر على صحة دماغك؟.. العلماء يجيبون

المزيد

الآخبار التكنلوجية

ابتكار ألماني قد يغيّر مستقبل صناعة البلاستيك

تحديثات وأرباح عبر المشاهدات.. ما الذي تخطط له "لينكد إن"؟

"الكوكايين الوردي".. مخدر جديد يثير قلق السلطات الأميركية

دراسة: تغيّرات في أسلوب القيادة قد تكشف مبكرا عن الخرف !

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998