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

Sweeney, T; West, D; Groessler, A; Haynie, A; Higgs, B; Macaulay, J; Mercer-Mapstone, L; Yeo, M

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

Sweeney, T West, D Groessler, A Haynie, A Higgs, B Macaulay, J Mercer-Mapstone, L

Yeo, M

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Publisher:: International Society for the Scholarship of Teaching and Learning
Publication Type:: Journal Article
Citation:: Teaching and Learning Inquiry, 2017, 5, (1)
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Sweeney, T
dc.contributor.author	West, D
dc.contributor.author	Groessler, A
dc.contributor.author	Haynie, A
dc.contributor.author	Higgs, B
dc.contributor.author	Macaulay, J
dc.contributor.author	Mercer-Mapstone, L https://orcid.org/0000-0001-7441-6568
dc.contributor.author	Yeo, M
dc.date.accessioned	2022-10-25T05:50:05Z
dc.date.available	2022-10-25T05:50:05Z
dc.date.issued	2017-01-01
dc.identifier.citation	Teaching and Learning Inquiry, 2017, 5, (1)
dc.identifier.issn	2167-4779
dc.identifier.issn	2167-4787
dc.identifier.uri	http://hdl.handle.net/10453/162693
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.
dc.language	en
dc.publisher	International Society for the Scholarship of Teaching and Learning
dc.relation.ispartof	Teaching and Learning Inquiry
dc.relation.isbasedon	10.20343/5.1.5
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education
dc.title	Where's the transformation? Unlocking the potential of technology-enhanced assessment
dc.type	Journal Article
utslib.citation.volume	5
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Provost
utslib.copyright.status	open_access	*
dc.date.updated	2022-10-25T05:50:04Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	5
utslib.citation.issue	1

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.

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http://hdl.handle.net/10453/162693