Making learning more visible through e-assessment: implications for feedback

Martínez, Marc Lafuente; Valdivia, Ibis Marlene Álvarez; Ortiz, Ana Remesal

doi:10.1007/s12528-015-9091-8

Cited by 9 publications

(9 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In some cases, increased workload was encountered at the beginning and implementation stages (Blackburn, ; Chew, Ding, & Rowell, ; Mettiäinen, ; Rodríguez‐Gómez, Quesada‐Serra, & Ibarra‐Sáiz, ; Wanner & Palmer, ), but in other cases the increased workload persisted as long as students are engaging with the TfA tool (Gray et al , ; Lafuente Martínez et al , ; Waycott et al , ; Zdravkova et al , ). Several studies on Web 2.0‐Social Media TfA noted increased time and heavier workload associated with managing the assessment grading, at some if not all stages of the process.…”

Section: Academic Staff Efficienciesmentioning

confidence: 99%

“…There was an aspirational sense that efficiencies may be generated through enhanced ability of academic staff to monitor student activity (Caminero et al , ; Flosason et al , ; Lafuente Martínez et al , ; Zou, ). For example, in class Clicker use allowed engagement with and understanding of the coursework (Flosason et al , ) and before class polling was suggested to allow for a better prepared student (Sun, Martinez, & Seli, ).…”

Section: Academic Staff Efficienciesmentioning

confidence: 99%

“…For example, in class Clicker use allowed engagement with and understanding of the coursework (Flosason et al , ) and before class polling was suggested to allow for a better prepared student (Sun, Martinez, & Seli, ). There was findings from two studies that student activity visibility and monitoring in a VLE improved the academics potential to diagnose and deal with students’ problems more efficiently, though with academic staff time implications (Caminero et al , ; Lafuente Martínez et al , ).…”

Section: Academic Staff Efficienciesmentioning

confidence: 99%

“…Though this goal was achieved, it was at times marred by a significant increase in workload to monitor, manage and respond in a timely manner to online open content for assessment. Various studies found that this workload could be overwhelming for academic staff (Caple & Bogle, ; Gray et al , ; Lafuente Martínez et al , ; Wanner & Palmer, ; Waycott et al , ; Zheng et al , ). There were also plagiarism and governance issues for academic staff (student netiquette) with this type of visibility (Waycott et al , ).…”

Section: Academic Staff Efficienciesmentioning

confidence: 99%

See 3 more Smart Citations

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Brady¹,

Devitt²,

Kiersey³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

This paper presents a systematic literature review of academic staff experiences and perceptions of adopting Technology for Assessment OF/FOR/AS Learning in Higher Education. This paper is a qualitative synthesis of 65 peer‐reviewed journal articles published between 2012 and 2017 reporting on the use of technology for assessment (TfA). The results suggest that there are some efficiencies for staff in implementing TfA but this can come with a cost at the set‐up and maintenance phases. Furthermore, results indicated that assessment design is not of foremost concern to academic staff when introducing TfA, but that a wide variety of pressures and both educational and operational drivers are present. There were inconclusive findings in relation to understandings of appropriate institutional environments and supports for TfA to flourish in higher education. There is a need for empirical research, particularly longitudinal investigations, of academic experiences of implementations of TfA to investigate sustainability of adoption. The imperative of exploring the academic staff perspective as the instigator and manager of both the technology and the student learning experience requires deep consideration as TfA adoption progresses.

show abstract

Section: Academic Staff Efficienciesmentioning

confidence: 99%

Section: Academic Staff Efficienciesmentioning

confidence: 99%

Section: Academic Staff Efficienciesmentioning

confidence: 99%

Section: Academic Staff Efficienciesmentioning

confidence: 99%

See 2 more Smart Citations

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Brady¹,

Devitt²,

Kiersey³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Lafuente Martínez et al (2015) • To explore the role of e-assessment in making the learning process more visible to the instructor, while revealing its impact on the adjustment of ensuing feedback. IX: e-assessment.…”

Section: Attributes and Learner Variablesmentioning

confidence: 99%

In search of attributes that support self-regulation in blended learning environments

2016

View full text Add to dashboard Cite

Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n = 95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners' selfregulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners' self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments.

show abstract

Using Red Font Influences the Emotional Perception of Critical Performance Feedback

Bertrams

Althaus

Boss

et al. 2020

Swiss Journal of Psychology

View full text Add to dashboard Cite

Abstract. The color red has been shown to affect psychological functioning. In performance settings, it is associated with negative emotions, avoidance motivation, and cognitive restriction. Because red is frequently used in written performance feedback, we examined whether it represents an external form aspect that can adversely influence the perception of critical feedback by the receiver, independent of the verbal content of the feedback. To this end, we conducted a web-based experiment in which 171 participants performed an alleged attention test and were then given moderately critical feedback, including hints for improvement. Per random assignment, either some of the words within the feedback were presented in red letters or all words were presented in standard black. The participants’ subsequent evaluation of the feedback revealed that using red in the feedback caused the feedback to be perceived as relatively less emotionally positive. There was no direct effect of using a red font in how the feedback was cognitively perceived (i.e., how helpful, fair, or comprehensible it was). However, preliminary evidence suggests that using a red font indirectly had an adverse effect on the cognitive feedback perception, mediated via the emotional feedback perception. As a practical implication, red should be used cautiously in critical feedback in order to avoid compromising the functions of feedback.

show abstract

Making learning more visible through e-assessment: implications for feedback

Cited by 9 publications

References 26 publications

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

In search of attributes that support self-regulation in blended learning environments

Using Red Font Influences the Emotional Perception of Critical Performance Feedback

Contact Info

Product

Resources

About