Teacher Use of Digital Technologies for School-Based Assessment: A Scoping Review

Autor/in	Blundell, Christopher N.
Titel	Teacher Use of Digital Technologies for School-Based Assessment: A Scoping Review
Quelle	In: Assessment in Education: Principles, Policy & Practice, 28 (2021) 3, S.279-300 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blundell, Christopher N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2021.1929828
Schlagwörter	Computer Uses in Education; Student Evaluation; Student Centered Learning; Computer Assisted Testing; Scoring; Game Based Learning; Computer Simulation; Portfolios (Background Materials); Electronic Publishing; Teachers; Automation + Suchen Sie Ihr Suchwort? Computernutzung; Schulnote; Studentische Bewertung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bewertung; Computergrafik; Computersimulation; Elektronisches Publizieren; Lehrer; Lehrerin; Lehrende
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01