NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1215415
Record Type: Journal
Publication Date: 2019
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1309-0348
EISSN: N/A
Dissecting Assessment: A Paradigm Shift towards Technology-Enhanced Assessments
Said, Mohamed Mohamed Tolba; Aravind, Vasudeva Rao; Ferdinand-James, Debra; Umachandran, Krishnan
World Journal on Educational Technology: Current Issues, v11 n2 p24-32 2019
This study proposes a framework for making a paradigm shift from traditional (teacher-centred) to technology-enhanced (student-centred) assessment, using an example of an intelligent tutor. Informed by Situated Learning Theory that addresses students' needs and concerns in timely learning experiences, the proposed 'dissecting assessment' framework has two primary variables: "Students' Expectations and Assessment Deliverable" with positive and negative secondary variables such as "inbuilt fear to handle failures and exposures and comparison phobia." Employing a case study approach, a purposeful sample of 14 U.S. College students were supported by an intelligent tutoring system in monitoring their learning with prompt corrective feedback in their physics course. This formative assessment prepares students for succeeding on their summative assessments, which is the final outcome of learning with feedback. The analysis of the proposed dissecting assessment framework led to the conclusion that concentrating efforts on the positives in the framework, such as "unbiased evaluation, would eventually reduce the negatives, such as comparison phobia."
SciencePark Research, Organization & Counsesling. P.O. Box 22912, Nicosa 1525, Cyprus. Web site: https://sproc.org/ojs/index.php/wjet
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A