Educational developers thinking about assessment
المؤلف:
Peter Donnan & Christine Brown & Gwyn Brickell
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P436-C36
2025-08-18
418
Educational developers' thinking about assessment
Concepts such as affordances, interactivity and asynchronous learning, more associated with evolving discourse in technology-mediated teaching, are not commonly associated with established thinking about assessment. Of interest then, was the issue of whether these concepts were able to qualitatively enrich existing assessment approaches and inform online assessment practice.
The following comment indicates a way of thinking about educational technology:
"the framework that I personally use is focused on how you get the best use out of educational technology and is based very much on constructivism". (Respondent 3)
Dickey (2003, p. 107) in fact argued that within a constructivist paradigm, the central focus has shifted from an epistemology of transmission to one of construction and that the affordances of the technology highlight opportunities for construction.
While the phrase 'how you get the best use out of educational technology' in the comment above indicates an approach which clearly takes advantage of the learning affordances that the technology offers, it is however more complex than that because the same respondent adds:
"I don't ever start with the technology, or its tools, or any of its characteristics or any of those things......putting together an interesting, stimulating, challenging learning experience for the student and the assessment drives that to some degree....if you are looking at a learning activity as a mode of teaching then assessing that learning activity is what in a sense defines what the students should do. So I don't really have a concept of online assessment as such, because online materials are simply the support for a learning activity rather than defining the learning activity in my view.....I want students to actually create something...I advocate things like problem-based learning, interesting learning activities". (Respondent 3)
What emerges in this respondent's comments, in addition to an obvious awareness of the capabilities of the technology, is the primacy of the learning activity and a clear emphasis on what the student does. The concept of affordances is significant but it is embedded in a broader constructivist framework orientated to the creation of engaging learning activities.
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