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Integrating technologies into “authentic” assessment design: an affordances approach

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dc.creator Richard Osborne
dc.creator Elisabeth Dunne
dc.creator Paul Farrand
dc.date 2013-09-01T00:00:00Z
dc.date.accessioned 2015-07-20T22:19:51Z
dc.date.available 2015-07-20T22:19:51Z
dc.identifier 10.3402/rlt.v21i0.21986
dc.identifier 2156-7069
dc.identifier 2156-7077
dc.identifier https://doaj.org/article/bd55caefaafe49b79070f965cac19862
dc.identifier.uri http://evidence.thinkportal.org/handle/123456789/19889
dc.description Current pressures in higher education around student employability are driving new initiatives for change. Assessment is also a topic of debate, as it is a key driver of student behaviour, yet often falls behind other metrics in national surveys. In addition, increasing focus on digital literacies is catalysing new appreciations of what emerging digital culture might mean for both students and staff. These three highly topical challenges were jointly explored by the University of Exeter's Collaborate project, which aimed to create employability-focused assessments enhanced by technology. By combining existing research on assessment with grounded data derived from local stakeholders, the project has developed a model for assessment design which embeds employability directly into the curriculum. Digital technologies have been aligned with this model using a “top trump” metaphor, where key affordances of technologies are highlighted in the context of the model. This paper explores the design-based research approach taken to develop this model and associated “top trumps”, along with results from the first practical iteration. Results suggest that the model is effective in supporting the design of an “authentic” assessment and that a targeted affordances approach can support the alignment of specific technologies with a particular pedagogic design.
dc.language English
dc.publisher Co-Action
dc.relation http://www.researchinlearningtechnology.net/index.php/rlt/article/download/21986/pdf_1
dc.relation https://doaj.org/toc/2156-7069
dc.relation https://doaj.org/toc/2156-7077
dc.rights CC BY
dc.source Research in Learning Technology, Vol 21, Iss 0, Pp 1-18 (2013)
dc.subject employability
dc.subject assessment
dc.subject authentic
dc.subject affordance
dc.subject evaluation
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.title Integrating technologies into “authentic” assessment design: an affordances approach
dc.type article


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