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.
%0 Journal Article
%1 cae-feasst09
%A Pachler, Norbert
%A Daly, Caroline
%A Mor, Yishay
%A Mellar, Harvey
%D 2010
%J Computers and Education
%K cases casestories como eLPBookMor eassessment feasst formative haifa-edtech learning my myown polonsky practitioner wleformativeeassessment
%N 3
%P 715-721
%R 10.1016/j.compedu.2009.09.032
%T Formative e-assessment: practitioner cases
%U http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=2231
%V 54
%X 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.
@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 = {https://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},
timestamp = {2011-02-04T12:17:51.000+0100},
title = {Formative e-assessment: practitioner cases},
url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=2231},
volume = 54,
year = 2010
}