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How technology shapes assessment design: findings from a study of university teachers

Bennett, Sue, Dawson, Phillip, Bearman, Margaret, Molloy, Elizabeth and Boud, David 2016, How technology shapes assessment design: findings from a study of university teachers, British journal of educational technology, In Press, pp. 1-11, doi: 10.1111/bjet.12439.

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Title How technology shapes assessment design: findings from a study of university teachers
Author(s) Bennett, Sue
Dawson, PhillipORCID iD for Dawson, Phillip orcid.org/0000-0002-4513-8287
Bearman, Margaret
Molloy, Elizabeth
Boud, DavidORCID iD for Boud, David orcid.org/0000-0002-6883-2722
Journal name British journal of educational technology
Season In Press
Start page 1
End page 11
Total pages 11
Publisher Wiley
Place of publication London, Eng.
Publication date 2016-04-12
ISSN 0007-1013
1467-8535
Summary A wide range of technologies has been developed to enhance assessment, but adoption has been inconsistent. This is despite assessment being critical to student learning and certification. To understand why this is the case and how it can be addressed, we need to explore the perspectives of academics responsible for designing and implementing technology-supported assessment strategies. This paper reports on the experience of designing technology-supported assessment based on interviews with 33 Australian university teachers. The findings reveal the desire to achieve greater efficiencies and to be contemporary and innovative as key drivers of technology adoption for assessment. Participants sought to shape student behaviors through their designs and made adaptations in response to positive feedback and undesirable outcomes. Many designs required modification because of a lack of appropriate support, leading to compromise and, in some cases, abandonment. These findings highlight the challenges to effective technology-supported assessment design and demonstrate the difficulties university teachers face when attempting to negotiate mixed messages within institutions and the demands of design work. We use these findings to suggest opportunities to improve support by offering pedagogical guidance and technical help at critical stages of the design process and encouraging an iterative approach to design.
Language eng
DOI 10.1111/bjet.12439
Field of Research 130306 Educational Technology and Computing
130103 Higher Education
130202 Curriculum and Pedagogy Theory and Development
1303 Specialist Studies In Education
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Grant ID Office for Learning and Teaching ID12-2254
Copyright notice ©2016 British Educational Research Association.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30083180

Document type: Journal Article
Collection: Centre for Research in Digital Learning
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Created: Mon, 02 May 2016, 11:10:05 EST

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