Implementing e-Tools for Assessment
| dc.contributor.author | Husband, Rachelle | |
| dc.date.accessioned | 2017-11-20T00:11:59Z | |
| dc.date.available | 2017-11-20T00:11:59Z | |
| dc.date.issued | 2017 | en |
| dc.description.abstract | This literature review explores the challenges and strengths to both teachers and students in incorporating e-tools into assessments. There is conflicting research surrounding the validity between paper and computer-based assessments, which will remain a problem in determining appropriate future practice; however, research also points to possible benefits in using e-tools for both teachers and students. For teachers, e-tools ease the burden of management and marking of assessments, allowing them to focus on providing quality formative feedback. Students are more motivated and engaged in assessments when they have opportunities to interact with formative feedback, which creates a positive assessment experience. Digital assessment can be challenging for teachers who feel they do not have institutional support behind them or those who face technical difficulties in proctoring examinations. Some students also find digital assessment to be a negative experience, particularly when taking numeracy-based assessments. With conflicting research surrounding the transition from paper to computer-based assessments, various strengths and challenges for teachers and students, and an apparent gap in the integration of research into the New Zealand Ministry of Education�s assessment documents, more research may be needed to inform future digital assessment practices in Aotearoa New Zealand. | |
| dc.identifier.uri | http://hdl.handle.net/10092/14635 | |
| dc.identifier.uri | http://dx.doi.org/10.26021/825 | |
| dc.language.iso | en | |
| dc.rights | Creative Commons Attribution 4.0 International License. | en |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.title | Implementing e-Tools for Assessment | en |
| dc.type | Journal Article | en |
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