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ERIC Number: EJ834226
Record Type: Journal
Publication Date: 2009-Mar
Pages: 15
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1743-9884
Feedback as Dialogue: Exploring the Links between Formative Assessment and Social Software in Distance Learning
Hatzipanagos, Stylianos; Warburton, Steven
Learning, Media and Technology, v34 n1 p45-59 Mar 2009
The paper explores the relationship between formative assessment and social software. Formative assessment practices though beneficial for student learning become marginalised and constrained in open and distance learning environments in higher education. Feedback is a key factor in formative assessment and learners can benefit from the deployment of emerging technologies and the opportunities for participation and dialogue afforded by social software. This paper explores and proposes a conceptual framework for this relationship. The claim is that the social dimensions of emerging technologies--specifically, blogs and wikis--allow for formative assessment practices to be re-invented or at the very least facilitated by essentially participative and student-focused interventions. A comparison of these technologies against formative assessment mechanisms identifies the types of processes that these new tools might best support to encourage effective feedback approaches that both empower the learner and enhance their learning experience. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A