Renewing assessment practices: literacy teaching and learning in digital environments

Cloonan, Anne, Hutchison, Kirsten and Paatsch, Louise 2016, Renewing assessment practices: literacy teaching and learning in digital environments, International journal of assessment and evaluation, vol. 23, no. 4, pp. 13-28, doi: 10.18848/2327-7920/CGP.

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Title Renewing assessment practices: literacy teaching and learning in digital environments
Author(s) Cloonan, AnneORCID iD for Cloonan, Anne
Hutchison, KirstenORCID iD for Hutchison, Kirsten
Paatsch, LouiseORCID iD for Paatsch, Louise
Journal name International journal of assessment and evaluation
Volume number 23
Issue number 4
Start page 13
End page 28
Total pages 16
Publisher Common Ground Publishing
Place of publication Champaign, Ill.
Publication date 2016-12
ISSN 2327-7920
Keyword(s) digital literacies
digital assessment
primary schooling
Summary Interpretations of “literacy” and approaches to literacy pedagogy and assessment are under renewal as meaning-making and learning are increasingly situated in digitized environments. While the implications of these shifts are in part technological, they are also relational, as students are increasingly positioned as interactive with participatory roles in self-knowledge and increased responsibility for their learning. However, while shifts are occurring in understandings of literacy and approaches to literacy pedagogy, the same cannot be said for the way in which assessments of digital literacies are undertaken. There is a lack of valid, reliable, and practical assessments of new literacies to inform and help students to become better prepared for study, work, and citizenship in digital environments. This article maps five characteristics of effective formative assessment in print-based classrooms with seven affordancesin digital learning and assessment to suggest an analytical framework for examining teacher and student assessment in digital environments. Drawing on data from a research project in which a team of teachers introduced a one-to-one computing program and worked to renew their literacy assessment practices, this article discusses how each of the seven affordances are enacted in the assessment practices in a years five and six primary school classroom. The findings from this research project show that educational technologies have the potential to enable new approaches to teaching, learning, and assessment that better align with the needs of twenty-first century literacy learners. The findings alsosupport approaches to formative assessment that value print and multimodality and engage students in more flexible and differentiated ways. They can enable teachers and students to be re-positioned as designers, knowledge producers, and collaborative learners. The seven affordances provide a framework that holds rich possibilities for teacher learning and planning as prompts to support reflection on formative assessment practices, critique habitual practices, and considernew opportunities.
Language eng
DOI 10.18848/2327-7920/CGP
Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl Lote, Esl and Tesol)
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, The Authors & Common Ground Publishing
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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