Using technology to facilitate effective assessment for learning and feedback in higher education

Deeley, Susan J.

doi:10.1080/02602938.2017.1356906

Cited by 86 publications

(76 citation statements)

References 34 publications

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“…Despite a growing number of studies into technological adoption within teaching and learning in higher education (Habib & Johannesen, ; King & Boyatt, ; Paiva, Morais, Costa, & Pinheiro, ) there is a need for studies that explicitly consider technology and assessment utilisation of academic staff (Bennett et al , ; Deeley, ). Studies which focus on student’s perspectives of technology and assessment prevail including a critical emphasis on the student voice within digital technology use (Manca, Grion, Armellini, & Devecchi, ).…”

Section: Introductionmentioning

confidence: 99%

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

Brady¹,

Devitt²,

Kiersey³

2019

Brit J Educational Tech

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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.

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Section: Introductionmentioning

confidence: 99%

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

Brady¹,

Devitt²,

Kiersey³

2019

Brit J Educational Tech

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“…The quality of student thinking in summative tasks was enhanced, and a positive culture of peer support and collaboration was built from early in the semester. Students were able to give fast feedback to themselves about how new ideas related to their professional practice early in the semester and have those impressions confirmed by lecturers and peers, so they felt on the right track (Deeley, 2018). They were also able to monitor their own progress of ideas and engage in deeper reflection, a desired feedback goal (Boud & Molloy, 2013).…”

Section: Discussion: Sociotechnical Insights About Designing For Fastmentioning

confidence: 99%

“…Feedback technologies that enable this near-instant feedback are diverse, including technologies such as online quizzes and in-class polling (Han & Finkelstein, 2013) as well as more complex game-based learning (Holbrey, 2020), clinical simulations (Bernaitis et al, 2018) and automated writing feedback (Shibani et al, 2017). Rapid feedback technologies can help learners to feel they are on the right track (Deeley, 2018), but feedback focused on predetermined responses may be of limited value for deep learning (Winstone & Carless, 2020) or for transfer between assessment tasks (Hill & West, 2020). This research aimed to investigate technology that could lead to feedback that was open, dialogic and ultimately faster for students and for teachers to inform ongoing learning.…”

Section: Digital Technologies Enabling and Automating Faster Feedbackmentioning

confidence: 99%

Towards faster feedback in higher education through digitally mediated dialogic loops

Willis

Gibson

Kelly

et al. 2021

AJET

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How feedback is understood and enacted has shifted from the traditional practice of providing individual feedback on summative tasks at key points to a more ongoing series of dialogues between the teacher and students during the teaching period. This paper reports on the experiences of designing faster feedback through weekly dialogic feedback loops to enhance students’ personal connection to their learning while providing teachers with faster, actionable feedback data to inform learning design. A pragmatic inquiry considered how benefits might potentially be amplified through the use of digital technologies. Data included student reflections collected via the GoingOK web application, interviews and focus groups. The findings identify and theorise four types of digitally mediated feedback loops: students in computer-mediated dialogue with themselves; students and teachers in dialogue with each other; the reflection on how feedback informed learning; and the sociotechnical dialogue informing ongoing technical design. Three design dilemmas that were experienced by teachers as they enacted digitally mediated dialogic feedback loops are articulated, alongside the principles that enabled responsive design. Understanding these design elements is fundamental if automation of some parts of the feedback loop through reflective writing analytics is to be considered both feasible and desirable. Implications for practice or policy: Digitally mediated feedback loops can facilitate faster feedback, enabling students to reflect on their learning and providing teachers with access to new insights about diverse learners. Feedback technology can challenge existing ideas about feedback. Faster feedback can save teachers time, but efficiencies are likely to depend on an increased human workload in the short term as automation technologies can be slower to develop. Sociotechnical innovation requires collective dialogue between educators and digital developers, across asynchronous timelines.

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“…There is ample evidence in the literature to support the use of assessment for learning in higher education (Deeley 2017). Studies have reported higher learning and retention through reassessing content instead of revisiting it (Augustin 2014).…”

Section: Discussionmentioning

confidence: 99%

Blended learning: call of the day for medical education in the global South

Jamil¹,

Naseem²,

Rashwan³

et al. 2019

Sotls

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Blended learning (BL) is an e-learning approach that combines the strengths of both online and face-to-face learning, creating meaningful interactions between students, teachers, and resources. This paper explores students’ expectations and satisfaction with, and participation in, a basic science course offered through BL approaches in an undergraduate medical education programme in Pakistan. Developmental anatomy (embryology) was redesigned as a BL course and offered to a hundred first-year students. Both online activities and technology-assisted face-to-face interactive discussions were used in each topic. Students’ expectations were gathered at the start of the course and perceptions regarding their satisfaction with the course was collected at the end of the course via questionnaires. A temporal analysis of the website use was conducted to determine any changes in use across the course. The data shows that students were satisfied with their experience in the course. Their expectations regarding technology and pedagogy were met. Online individual learning activities were rated higher than collaborative discussions. Face-to-face discussions received a high rating compared to online learning activities. Students’ access to the website varied throughout the course and declined over time. However, some activity was noted before the exams. Students made extensive use of WhatsApp. In basic science subjects, BL has the potential to offer learners some control over content, learning sequence, and pace and time of learning. Unless made part of an assessment scheme, online discussions and other activities are not likely to be seen as useful learning strategies by students. Teachers’ skills in designing and facilitating BL courses are critical to the success thereof. How to cite this article: JAMIL, Zehra; NASEEM, Azra; RASHWAN, Eman; KHALID, Sumrah. Blended learning: call of the day for medical education in the global South. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 57-76, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=73&path%5B%5D=35 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Using technology to facilitate effective assessment for learning and feedback in higher education

Cited by 86 publications

References 34 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

Towards faster feedback in higher education through digitally mediated dialogic loops

Blended learning: call of the day for medical education in the global South

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