Where's the transformation? Unlocking the potential of technology-enhanced assessment

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dc.contributor.author Sweeney, Trudy
dc.contributor.author West, Deborah
dc.contributor.author Groessler, Anthea
dc.contributor.author Haynie, Aeron
dc.contributor.author Higgs, Bettie Matheson
dc.contributor.author Macaulay, Janet
dc.contributor.author Mercer-Mapstone, Lucy
dc.contributor.author Yeo, Michelle
dc.date.accessioned 2017-05-03T08:48:48Z
dc.date.available 2017-05-03T08:48:48Z
dc.date.issued 2017
dc.identifier.citation Sweeney, T., West, D., Groessler, A., Haynie, A., Higgs, B. M., Macaulay, J., Mercer-Mapstone, L. and Yeo, M. (2017) Where’s the transformation? Unlocking the potential of technology-enhanced assessment’, Teaching and Learning Inquiry, 5(1), pp. 1-16. doi: 10.20343/5.1.5 en
dc.identifier.volume 5 en
dc.identifier.issued 1 en
dc.identifier.startpage 1 en
dc.identifier.endpage 16 en
dc.identifier.issn 2167-4787
dc.identifier.uri http://hdl.handle.net/10468/3907
dc.identifier.doi 10.20343/5.1.5
dc.description.abstract This study provides insight into technology-enhanced assessment (TEA) in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of “transformation” afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEA in higher education. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher International Society for the Scholarship of Teaching and Learning (ISSOTL) en
dc.rights © 2017, the Authors and Teaching & Learning Inquiry. This article is made available under the Creative Commons Attribution License 4.0 International (https://creativecommons.org/licenses/by/4.0). The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited, and to cite Teaching & Learning Inquiry as the original place of publication. Readers are free to share these materials—as long as appropriate credit is given, a link to the license is provided, and any changes are indicated. en
dc.rights.uri https://creativecommons.org/licenses/by/4.0 en
dc.subject Assessment en
dc.subject Technology en
dc.subject Learning en
dc.subject Enhanced en
dc.subject Transformed en
dc.title Where's the transformation? Unlocking the potential of technology-enhanced assessment en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Bettie Higgs, Biological, Earth and Environmental Sciences, University College Cork, Cork, Ireland. +353-21-490-3000 Email: b.higgs@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2017-05-03T08:34:07Z
dc.description.version Published Version en
dc.internal.rssid 393598336
dc.description.status Peer reviewed en
dc.identifier.journaltitle Teaching and Learning Inquiry en
dc.internal.copyrightchecked Yes en
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress b.higgs@ucc.ie en


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© 2017, the Authors and Teaching & Learning Inquiry. This article is made available under the Creative Commons Attribution License 4.0 International (https://creativecommons.org/licenses/by/4.0). The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited, and to cite Teaching & Learning Inquiry as the original place of publication. Readers are free to share these materials—as long as appropriate credit is given, a link to the license is provided, and any changes are indicated. Except where otherwise noted, this item's license is described as © 2017, the Authors and Teaching & Learning Inquiry. This article is made available under the Creative Commons Attribution License 4.0 International (https://creativecommons.org/licenses/by/4.0). The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited, and to cite Teaching & Learning Inquiry as the original place of publication. Readers are free to share these materials—as long as appropriate credit is given, a link to the license is provided, and any changes are indicated.
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