Back to Search
Start Over
Teacher use of digital technologies for school-based assessment: a scoping review.
- Source :
- Assessment in Education: Principles, Policy & Practice; Jun 2021, Vol. 28 Issue 3, p279-300, 22p
- Publication Year :
- 2021
-
Abstract
- This paper presents a scoping review of, firstly, how teachers use digital technologies for school-based assessment, and secondly, how these assessment-purposed digital technologies are used in teacher- and student-centred pedagogies. It draws on research about the use of assessment-purposed digital technologies in school settings, published from 2009 to 2019 in peer-reviewed journals and conference proceedings. The findings indicate automated marking and computer- and web-based assessment technologies support established school-based assessment practices, and that game-based and virtual/augmented environments and ePortfolios diversify the modes of assessment and the evidence of learning collected. These technologies improve the efficiency of assessment practices in teacher-centred pedagogies and provide latitude to assess evidence of learning from more diverse modes of engagement in student-centred pedagogies. Current research commonly focuses on validating specific technologies and most commonly relates to automated assessment of closed outcomes within a narrow range of learning areas; these limits indicate opportunities for future research. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 0969594X
- Volume :
- 28
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- Assessment in Education: Principles, Policy & Practice
- Publication Type :
- Academic Journal
- Accession number :
- 152966540
- Full Text :
- https://doi.org/10.1080/0969594X.2021.1929828