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Integrating technologies into "authentic'' assessment design: an affordances approach

journal contribution
posted on 2023-02-07, 04:15 authored by Richard Osborne, Elisabeth Dunne, Paul Farrand
Current pressures in higher education around student employability are driving new initiatives for change. Assessment is also a topic of debate, as it is a key driver of student behaviour, yet often falls behind other metrics in national surveys. In addition, increasing focus on digital literacies is catalysing new appreciations of what emerging digital culture might mean for both students and staff. These three highly topical challenges were jointly explored by the University of Exeter’s Collaborate project, which aimed to create employability-focused assessments enhanced by technology. By combining existing research on assessment with grounded data derived from local stakeholders, the project has developed a model for assessment design which embeds employability directly into the curriculum. Digital technologies have been aligned with this model using a “top trump” metaphor, where key affordances of technologies are highlighted in the context of the model. This paper explores the design-based research approach taken to develop this model and associated “top trumps”, along with results from the first practical iteration. Results suggest that the model is effective in supporting the design of an “authentic” assessment and that a targeted affordances approach can support the alignment of specific technologies with a particular pedagogic design.Keywords: employability; assessment; authentic; affordance; evaluation(Published: 6 September 2013)Citation: Research in Learning Technology 2013, 21: 21986 - http://dx.doi.org/10.3402/rlt.v21i0.21986

History

Journal

RESEARCH IN LEARNING TECHNOLOGY

Volume

21

Article number

ARTN 21986

ISSN

2156-7069

eISSN

2156-7077

Language

English

Publication classification

C1.1 Refereed article in a scholarly journal

Issue

1

Publisher

ASSOC LEARNING TECHNOLOGY-ALT