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Feedback as dialogue: Exploring the links between formative assessment and social software in distance learning
Abstract The paper explores the relationship betweeThe paper explores the relationship between formative assessment and social software. Formative assessment practices though beneficial for student learning become marginalised and constrained in open and distance learning environments in higher education. Feedback is a key factor in formative assessment and learners can benefit from the deployment of emerging technologies and the opportunities for participation and dialogue afforded by social software. This paper explores and proposes a conceptual framework for this relationship. The claim is that the social dimensions of emerging technologies - specifically, blogs and wikis - allow for formative assessment practices to be re-invented or at the very least facilitated by essentially participative and student-focussed interventions. A comparison of these technologies against formative assessment mechanisms identifies the types of processes that these new tools might best support to encourage effective feedback approaches that both empower the learner and enhance their learning experience.ner and enhance their learning experience.
Abstractsub The paper explores the relationship betweeThe paper explores the relationship between formative assessment and social software. Formative assessment practices though beneficial for student learning become marginalised and constrained in open and distance learning environments in higher education. Feedback is a key factor in formative assessment and learners can benefit from the deployment of emerging technologies and the opportunities for participation and dialogue afforded by social software. This paper explores and proposes a conceptual framework for this relationship. The claim is that the social dimensions of emerging technologies - specifically, blogs and wikis - allow for formative assessment practices to be re-invented or at the very least facilitated by essentially participative and student-focussed interventions. A comparison of these technologies against formative assessment mechanisms identifies the types of processes that these new tools might best support to encourage effective feedback approaches that both empower the learner and enhance their learning experience.ner and enhance their learning experience.
Bibtextype article  +
Doi 10.1080/17439880902759919  +
Has author Hatzipanagos S. + , Warburton S. +
Has keyword Blogs + , Computer-assisted assessment + , Formative assessment + , Higher education + , Wiki +
Issn 17439884  +
Issue 1  +
Language English +
Number of citations by publication 0  +
Number of references by publication 0  +
Pages 45–59  +
Published in Learning, Media and Technology +
Title Feedback as dialogue: Exploring the links between formative assessment and social software in distance learning +
Type literature review  +
Volume 34  +
Year 2009 +
Creation dateThis property is a special property in this wiki. 7 November 2014 18:26:46  +
Categories Publications without license parameter  + , Publications without remote mirror parameter  + , Publications without archive mirror parameter  + , Publications without paywall mirror parameter  + , Literature reviews  + , Publications without references parameter  + , Publications  +
Modification dateThis property is a special property in this wiki. 7 November 2014 18:26:46  +
DateThis property is a special property in this wiki. 2009  +
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Feedback as dialogue: Exploring the links between formative assessment and social software in distance learning + Title
 

 

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