Exploring formative e‐assessment: using case stories and design patterns

Abstract

This article presents key findings from a recent Joint Information Systems Committee (JISC) funded project, 'Scoping a vision for formative e-assessment (FEASST)' led by the WLE Centre for Excellence and the London Knowledge Lab. The project aimed to identify existing practices where technologies contribute to formative assessment and identify processes which take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project developed a range of cases of formative e-assessment with practitioners across a range of settings through a series of participant workshops. From a selection of these cases we identified key elements in how practitioners described the problems and solutions they addressed regarding assessment in relation to learning within their different contexts. The patterns were analysed for how they displayed aspects considered critical in theoretical analyses of formative assessment. We provide an overview of the project, and discuss an illustrative case and pattern, followed by an analysis which suggests the particular contribution of technologies to formative assessment. Ultimately, for assessment to have formative effects, individuals can be identified as

Participatory pattern workshops: a methodology for open learning design inquiry

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“…experience of the learning design process. While design patterns can be viewed as ''solutions to problems'' we instead focus on their development as a way to support theory-praxis conversations (Goodyear, de Laat, and Lally 2006). This process is challenging, hence the need for our pattern workshop methodology.…”

A Technological Pedagogical Content Knowledge (TPACK) Scale for Geography Teachers in Senior High School

“…Eğitim değerlendirmesi, eğitim reformu çalışmalarında her zaman öncü rol oynamakta ve burada üretilen bilgiler de öğretmenlerin karar vermesini, öğrencilerin akademik başarılarını ölçmesini ve eğitim araştırması yürütmesini kolaylaştırma işlevi görmektedir (Edelson, Shavelson ve Wertheim, 2013). Bilgisayar, ağ, büyük veri madenciliği ve öğrenme analitiği alanlarındaki hızlı teknolojik ilerlemelerle birlikte, bilişim teknolojisi eğitim değerlendirmesi konusunda giderek artan bir önem taşımaktadır (Daly, Pachler, Mor ve Mellar, 2010). (2)Öğretmenlerin TPAB konusundaki kendilerine güvenlerini ve öğrenme yeteneklerini ölçmeye çalışan AB4, TB1, TPB5 (Schmidt vd., 2009), PAB2 (Canbazoğlu Bilici vd., 2013, TB5 ve TB7 maddelerinin eklenmesi.…”

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“…Daly, Pachler, Mor and Mellar (2010) endorse this when they state that formative assessment should activate learners as owners of their own learning and instructional resource. Zimmerman (1998) proposed a model for self-regulated learning which involves monitoring and control of behaviour, cognition and motivational beliefs during learning.…”