Text-based sustainable assessment: A case of first-year information and communication technology networking students

Adesemowo, A. Kayode; Oyedele, Yemisi; Oyedele, Opeoluwa

doi:10.1016/j.stueduc.2017.04.005

Cited by 8 publications

(8 citation statements)

References 11 publications

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“…One strategy is to involve students in authentic tasks and to let them assess themselves in addition to being assessed by others, as ' … knowledge capability … is achieved through experience of variation, rather than merely having varied experiences' (233). Such learning-oriented assessment is at the core of what has been referred to as sustainable assessment in some recent studies (Beck, Skinner, and Schwabrow 2013;Meer and Chapman 2015;Adesemowoa, Oyedele, and Oyedele 2017). Sustainable assessment moves beyond summative and formative assessment by positing that students should be more actively involved in their own assessment, both in identifying and creating grading criteria, and in assessing themselves; assessment as learning (Lindberg-Sand and Olsson 2008).…”

Section: Introductionmentioning

confidence: 99%

Digital assessment – how does it challenge local practices and national law? A Norwegian case study

Raaheim

Mathiassen

Moen

et al. 2018

European Journal of Higher Education

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The traditional exam has a strong holding within Norwegian higher education and is very often the preferred way of assessing students. Digital technology opens up for alternatives to the traditional exam, but so far focus has predominantly been on exchanging pen and paper with personal computers within the traditional framework. Digital alternatives may come in conflict with existing law governing teaching and assessment at university, as the law was written at a time when digital technology did not exist. We present data from a workshop in which 48 individuals from 11 institutions, academics as well as administration, were asked to identify and discuss challenges related to the introduction of digital alternatives. A case study strategy was considered appropriate as this gave us the opportunity to collect information from representatives from many universities and university colleges across Norway. Lack of knowledge about alternatives to the traditional exam, and lack of knowledge as to how digital technology may be used in assessing students were the kind of challenges most often mentioned. Assessment practices may be rooted in an assessment policy, but data from a survey (29% response rate) indicate that there is little awareness concerning this issue within Norwegian higher education institutions.

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Section: Introductionmentioning

confidence: 99%

Digital assessment – how does it challenge local practices and national law? A Norwegian case study

Raaheim

Mathiassen

Moen

et al. 2018

European Journal of Higher Education

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“…ICT Network is and will remain a bedrock of the fourth industrial revolution, knowledge economy and beyond. Skills shortage has been projected in ICT [41], including ICT Networking as a critical skill [42]. The position and usability of the ICT Network Calculator shifted from windows-based application within a department to web-based globally available and relevant solution [43].…”

Section: Ict Network Calculator (Codename Lviii)mentioning

confidence: 99%

CIPPUA: Towards Coherence and Impact in ICT4D/IS

Adesemowo¹

2020

IFIP Advances in Information and Communication Technology

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Nonetheless, the many developments occasioned by and through information and communication technology (ICT), the plethora of debates on what 'development' means persist. Researchers, practitioners, policy makers and stakeholders of ICTs for Development (ICT4D) have a good understanding of ICT4D, yet their views differ when it comes to the 'development'. The ICT (as an entity), do not get interrogated well enough as a research reality or phenomenon in itself. Differing opinions persist. Without a common understanding, diffusion and adoption of ICT4D will continue fragmented. In continuing the conversation, one area to reimagine is the ICT and digital technologies in ICT4D or information systems. This paper revisits Walsham's ("ICT4D research: reflections on history and future agenda") 2017 paper, as a backdrop to elucidate the emancipatory ethos of critical realism and introduce the conceptual CIPPUA model. Through explanatory stratified ontological review of the position, nature and identity of digital technologies/objects, this paper contributes to the ongoing discourse on critical realism in digital development, especially the connection of ICT to development. More so, this paper with the conceptual CIPPUA model, contributes in part to the discourse of operationalizing critical realism in practice.

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“…Teachers were the most important troupes in the introduction of these amendments in daily classroom practices. So as to aid lecturer's usage of technology, training on educational technology has turned out to be essential (Kim, 2012;Adesemowo et al 2017;Patiar et al 2017). Nevertheless, this causes demands in recognizing the constraints, which influence the implementation of technology and the creation of practicable solutions for integrating sustainable technologies into education practices.…”

Section: Introductionmentioning

confidence: 99%

Critical Review on the Impact of ICT Among Undergraduate Students

Sijimol

2024

International Journal of Business Data Communications and Networking

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Speedy scientific and technological growths, particularly in the area of information and communication technology (ICT), are generating novel conditions in learning and it imposes a transformation in a modernized society. ICT is helpful in converting varied sectors like banking, transportation, education, manufacturing, health, employment, and so on. Its amalgamation with the learning system has brought up an innovative renovation by offering a flexible environment of education. This survey makes a critical analysis of about 65 papers regarding the impact of ICT on undergraduate students. More particularly, varied performance measures that are contributed in diverse articles are analyzed. In addition, a comprehensive study is made regarding the maximal performances in each contribution. Lastly, the survey extends with the determination of varied research challenges, which might be productive for the analysts to endorse enhanced upcoming works on the impact of ICT among undergraduate students.

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Text-based sustainable assessment: A case of first-year information and communication technology networking students

Cited by 8 publications

References 11 publications

Digital assessment – how does it challenge local practices and national law? A Norwegian case study

Digital assessment – how does it challenge local practices and national law? A Norwegian case study

CIPPUA: Towards Coherence and Impact in ICT4D/IS

Critical Review on the Impact of ICT Among Undergraduate Students

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