@article{citeulike:8332475,
  abstract = {{This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 to January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the 'domain' of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see Daly, Pachler, Mor, and Mellar (in press) . This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009) . In addition, Laurillard's Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper 1 .}},
  added-at = {2011-07-27T01:37:06.000+0200},
  author = {Pachler, Norbert and Daly, Caroline and Mor, Yishay and Mellar, Harvey},
  biburl = {http://www.bibsonomy.org/bibtex/2a53c7cb85c6ef7c76fee7a292eafde2f/rubrics},
  citeulike-article-id = {8332475},
  citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.compedu.2009.09.032},
  comment = {(private-note)'Formative e-assessment', we argue, is better understood as multiple processes involving technologies to greater or lesser degrees, where evidence is generated about a learner's state of understanding relative to desirable goals, and where individuals are enabled to take actions which bring about changes in learners' skills, knowledge and understanding, or in teachers' pedagogical practice. What is key is not how we assess but what we do with the data we generate as a result of interventions which can be supported by technologies.},
  day = 17,
  doi = {10.1016/j.compedu.2009.09.032},
  interhash = {7a9a245f7cecbd5354248335b74cf10a},
  intrahash = {a53c7cb85c6ef7c76fee7a292eafde2f},
  journal = {Computers \& Education},
  keywords = {educational-innovations, educational-technology, era-a-journal, evaluation, online-courses, web-based-instruction},
  month = apr,
  number = 3,
  pages = {715--721},
  posted-at = {2010-11-30 07:25:40},
  priority = {3},
  title = {{Formative e-assessment: Practitioner cases}},
  url = {http://dx.doi.org/10.1016/j.compedu.2009.09.032},
  volume = 54,
  year = 2010
}

@techreport{ieKey,
  abstract = {Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessment},
  added-at = {2011-02-04T12:21:08.000+0100},
  author = {Pachler, Norbert and Mellar, Harvey and Daly, Caroline and Mor, Yishay and Wiliam, Dylan and Laurillard, Diana},
  biburl = {http://www.bibsonomy.org/bibtex/2b9236fd82fe60d5cbac1aa340221c566/yish},
  description = {Telearn},
  howpublished = {Project Report},
  institution = {Institute of Education, WLE},
  interhash = {f3f41ae311d9bbee71c84cc6509c0f91},
  intrahash = {b9236fd82fe60d5cbac1aa340221c566},
  keywords = {JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment},
  title = {Scoping a vision for formative e-assessment: a project report for JISC },
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=1875},
  year = 2009
}

@article{cae-feasst09,
  abstract = {This paper reports on one aspect of the Joint Information Systems Committee
(JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases
of formative e-assessment developed iteratively with the UK education practitioner
community. The project, which took place from June 2008 – January 2009, aimed to
identify current theories and practices relating to formative assessment of learning
where technologies play a key role. The project aimed to scope the 'domain' of
formative e-assessment, by developing cases of practice and identifying key
formative processes within them, which are affected by the use of technologies.
From this analysis, patterns were extracted to inform future software design. A
discussion of the key issues emerging from the review of the literature on formative
e-assessment, a full account of the project methodology – the design pattern
methodology – as well as a critical discussion of the findings – namely the patterns
and the role of technology – are the focus of a separate paper (see Daly et al
(forthcoming). This paper documents how cases of formative e-assessment were
developed during the project by a collaborative methodology involving practitioners
from a range of post-16 education contexts. The cases were analysed with reference
to key theoretical perspectives on formative assessment, particularly the work of
Black and Wiliam (2009). In addition, Laurillard's Conversational Framework (2002,
2007) was used to locate practices of formative assessment within a wider concept
of learning and teaching involving technologies, although a detailed discussion of the
latter is not within the scope of this paper1.
},
  added-at = {2011-02-04T12:17:51.000+0100},
  author = {Pachler, Norbert and Daly, Caroline and Mor, Yishay and Mellar, Harvey},
  biburl = {http://www.bibsonomy.org/bibtex/27542356db18170d22f5cb8bc4d3bca60/yish},
  doi = {10.1016/j.compedu.2009.09.032},
  interhash = {7a9a245f7cecbd5354248335b74cf10a},
  intrahash = {7542356db18170d22f5cb8bc4d3bca60},
  journal = {Computers and Education},
  keywords = {cases casestories como eLPBookMor eassessment feasst formative haifa-edtech learning my myown polonsky practitioner wleformativeeassessment},
  number = 3,
  pages = {715-721},
  title = {Formative e-assessment: practitioner cases},
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=2231},
  volume = 54,
  year = 2010
}

@incollection{MorELP2010,
  added-at = {2011-02-04T12:13:19.000+0100},
  address = {Hershey, PA},
  author = {Mor, Yishay and Mellar, Harvey and Pachler, Norbert and Daly, Caroline},
  biburl = {http://www.bibsonomy.org/bibtex/28d2db10cf4e2b7566ba0b522ce8124d2/yish},
  booktitle = {Problems Investigations of E-Learning Patterns: Context Factors Solutions},
  editor = {Kohls, Christian and Wedekind, Joachim},
  interhash = {ff5c154f8f332ab71570e19b7eb4aa97},
  intrahash = {8d2db10cf4e2b7566ba0b522ce8124d2},
  keywords = {assessment case design designpatterns e-assessment feasst formative haifa-edtech my myown narrative patterns ppw},
  publisher = {Information Science Publishing},
  title = {Formative e-Assessment: case stories, design patterns and future scenarios},
  year = 2011
}

@article{daly-exploring,
  abstract = {This article presents key findings from a Joint Information Systems Committee-funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that 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 variety 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 to highlight aspects of them, which are 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, tutors and students can be identified as appropriating both social and technological resources in learning situations and engaging with both to learn how to take control over learning experiences.},
  added-at = {2011-02-04T12:12:48.000+0100},
  author = {Daly, Caroline and Pachler, Norbert and Mor, Yishay and Mellar, Harvey},
  biburl = {http://www.bibsonomy.org/bibtex/2d956ef57250671efb80c191102c09e04/yish},
  interhash = {28e8386842a6ffa70f68230e006f7c9f},
  intrahash = {d956ef57250671efb80c191102c09e04},
  journal = {Assessment & Evaluation in Higher Education},
  keywords = {assessment design designpatterns e-assessment education feasst formative haifa-edtech learning my myown patterns ppw technology},
  number = 5,
  pages = {619 - 636},
  title = {Exploring formative e-assessment: Using case stories and design patterns},
  url = {http://www.informaworld.com/openurl?genre=article&issn=0260%2d2938&volume=35&issue=5&spage=619},
  volume = 35,
  year = 2010
}

@article{journals/ce/HinostrozaM01,
  added-at = {2010-02-15T00:00:00.000+0100},
  author = {Hinostroza, J. Enrique and Mellar, Harvey},
  biburl = {http://www.bibsonomy.org/bibtex/2c00900acb0fe1a07f9f3d5346a9c4d67/dblp},
  date = {2010-02-15},
  description = {dblp},
  ee = {http://dx.doi.org/10.1016/S0360-1315(01)00032-X},
  interhash = {2cb874ddccccdd5425811d8bd942a1f6},
  intrahash = {c00900acb0fe1a07f9f3d5346a9c4d67},
  journal = {Computers & Education},
  keywords = {dblp},
  number = 1,
  pages = {27-40},
  title = {Pedagogy embedded in educational software design: report of a case study.},
  url = {http://dblp.uni-trier.de/db/journals/ce/ce37.html#HinostrozaM01},
  volume = 37,
  year = 2001
}

@article{journals/ce/PachlerDMM10,
  added-at = {2010-02-15T00:00:00.000+0100},
  author = {Pachler, Norbert and Daly, Caroline and Mor, Yishay and Mellar, Harvey},
  biburl = {http://www.bibsonomy.org/bibtex/226ed4f3ddcd8babb5abf01448219adde/dblp},
  date = {2010-02-15},
  description = {dblp},
  ee = {http://dx.doi.org/10.1016/j.compedu.2009.09.032},
  interhash = {7a9a245f7cecbd5354248335b74cf10a},
  intrahash = {26ed4f3ddcd8babb5abf01448219adde},
  journal = {Computers & Education},
  keywords = {dblp},
  number = 3,
  pages = {715-721},
  title = {Formative e-assessment: Practitioner cases.},
  url = {http://dblp.uni-trier.de/db/journals/ce/ce54.html#PachlerDMM10},
  volume = 54,
  year = 2010
}

@article{journals/ce/JaraM10,
  added-at = {2010-02-15T00:00:00.000+0100},
  author = {Jara, Magdalena and Mellar, Harvey},
  biburl = {http://www.bibsonomy.org/bibtex/200acf8765e9629db840c5b4dce449570/dblp},
  date = {2010-02-15},
  description = {dblp},
  ee = {http://dx.doi.org/10.1016/j.compedu.2009.10.016},
  interhash = {b50377dc62b9a33159ef6af5e8690908},
  intrahash = {00acf8765e9629db840c5b4dce449570},
  journal = {Computers & Education},
  keywords = {dblp},
  number = 3,
  pages = {709-714},
  title = {Quality enhancement for e-learning courses: The role of student feedback.},
  url = {http://dblp.uni-trier.de/db/journals/ce/ce54.html#JaraM10},
  volume = 54,
  year = 2010
}

@incollection{Mellar09,
  abstract = {In the public statements of research-led universities the idea that there is a strong link between research and practice is either taken as axiomatic or, at the very least, as a goal to be achieved. However, there are those who argue that there is little connection between research and teaching, or that the relationship may actually be antagonistic, or that in the changing university we must face a more complex world with a range of kinds of research with different forms of relationship to teaching, and a variety of teaching paradigms implying different relationships between research and teaching (see for example the range of contributions in Barnett 2003). There have long been those who have pointed to the difficulty faced by academics in trying to maintain commitment to both teaching and research, seeing them as competitors for time and resource rather than as complementary aspects of scholarly endeavor (Fox 1992).},
  added-at = {2009-12-08T02:16:46.000+0100},
  address = {York, UK},
  author = {Mellar, Harvey and Oliver, Martin and Hadjithoma-Garstka, Christina},
  biburl = {http://www.bibsonomy.org/bibtex/24099095340e6588d873206fe33aed094/papereater},
  booktitle = {Transforming Higher Education through Technology-Enhanced Learning},
  editor = {Mayes, T. and Bullen, P. and Mellar, H. and Oliver, M.},
  interhash = {fb6b79d878892607cabec2f19ebe6c5c},
  intrahash = {4099095340e6588d873206fe33aed094},
  keywords = {education},
  publisher = {Higher Education Academy},
  title = {The role of research in institutional transformation},
  year = 2009
}

@incollection{Mellar09,
  abstract = {In the public statements of research-led universities the idea that there is a strong link between research and practice is either taken as axiomatic or, at the very least, as a goal to be achieved. However, there are those who argue that there is little connection between research and teaching, or that the relationship may actually be antagonistic, or that in the changing university we must face a more complex world with a range of kinds of research with different forms of relationship to teaching, and a variety of teaching paradigms implying different relationships between research and teaching (see for example the range of contributions in Barnett 2003). There have long been those who have pointed to the difficulty faced by academics in trying to maintain commitment to both teaching and research, seeing them as competitors for time and resource rather than as complementary aspects of scholarly endeavor (Fox 1992).},
  added-at = {2009-12-04T16:31:37.000+0100},
  address = {York, UK},
  author = {Mellar, Harvey and Oliver, Martin and Hadjithoma-Garstka, Christina},
  biburl = {http://www.bibsonomy.org/bibtex/24099095340e6588d873206fe33aed094/yish},
  booktitle = {Transforming Higher Education through Technology-Enhanced Learning},
  editor = {Mayes, T. and Bullen, P. and Mellar, H. and Oliver, M.},
  interhash = {fb6b79d878892607cabec2f19ebe6c5c},
  intrahash = {4099095340e6588d873206fe33aed094},
  keywords = {institution institutionalchange jls10 learning practice research teaching theory},
  publisher = {Higher Education Academy},
  title = {The role of research in institutional transformation},
  year = 2009
}

@article{journals/ce/Al-FudailM08,
  added-at = {2009-08-17T00:00:00.000+0200},
  author = {Al-Fudail, Mohammed and Mellar, Harvey},
  biburl = {http://www.bibsonomy.org/bibtex/22dcbf8ac7fc8e5ef7d7f7cf92524ba02/dblp},
  date = {2009-08-17},
  description = {dblp},
  ee = {http://dx.doi.org/10.1016/j.compedu.2007.11.004},
  interhash = {01e5f2898a9adcae3a5c4cd64655b92b},
  intrahash = {2dcbf8ac7fc8e5ef7d7f7cf92524ba02},
  journal = {Computers & Education},
  keywords = {dblp},
  number = 3,
  pages = {1103-1110},
  title = {Investigating teacher stress when using technology.},
  url = {http://dblp.uni-trier.de/db/journals/ce/ce51.html#Al-FudailM08},
  volume = 51,
  year = 2008
}

@inproceedings{conf/ectel/KambouriML06,
  added-at = {2006-10-25T00:00:00.000+0200},
  author = {Kambouri, Maria and Mellar, Harvey and Logan, Kit},
  biburl = {http://www.bibsonomy.org/bibtex/21f508bc562dae4cad413dbc6061fdc82/dblp},
  booktitle = {EC-TEL},
  crossref = {conf/ectel/2006},
  date = {2006-10-25},
  description = {dblp},
  editor = {Nejdl, Wolfgang and Tochtermann, Klaus},
  ee = {http://dx.doi.org/10.1007/11876663_18},
  interhash = {32b09219659a7a1a60ae94eec7fdd169},
  intrahash = {1f508bc562dae4cad413dbc6061fdc82},
  isbn = {3-540-45777-1},
  keywords = {dblp},
  pages = {213-226},
  publisher = {Springer},
  series = {Lecture Notes in Computer Science},
  title = {Adult Learners and ICT: An Intervention Study in the UK.},
  url = {http://dblp.uni-trier.de/db/conf/ectel/ectel2006.html#KambouriML06},
  volume = 4227,
  year = 2006
}