Technology-Enhanced Assessment Feedback
The rapid development of technology provides both challenges and opportunities for educators. Opportunities because there are new ways of interacting with students and achieving scalability and challenges to ensure the technology is constructively aligned
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Technology-Enhanced Assessment Feedback Claire Moscrop and Chris Beaumont
Abstract The rapid development of technology provides both challenges and opportunities for educators. Opportunities because there are new ways of interacting with students and achieving scalability and challenges to ensure the technology is constructively aligned with principles of good practice. To determine whether technology-enhanced feedback is valuable, it is important to evaluate it against established good practice. One framework which effectively integrates good practice principles into a process model is the Dialogic Feedback Cycle (DFC) (Beaumont, O’Doherty, & Shannon, Stud Higher Educ 36(6):1–17, 2011) which considers the feedback process in three stages: preparatory guidance, in-task guidance and performance feedback. A key element of the model is timely formative dialogue with the student about their work to clarify good performance, model self-assessment and enhance motivation. This chapter identifies good practice in assessment feedback and then discusses various forms of technology-enhanced feedback at each stage of the Dialogic Feedback Cycle (DFC) together with their potential for scalability. These include approaches to build students’ assessment literacy and engagement in large classes and a novel intelligent tutoring system which conducts extended dialogue with students to develop metacognitive skills.
Introduction The use of technology in the learning and assessment processes for higher education students is now so common that it is taken for granted. Furthermore, new technology is constantly being developed, some of which may well be useful and some may not. In our view, it is important that technology is evaluated to determine whether it adds value by enhancing students’ learning, by which we mean that its use must be constructively aligned with the learning objectives and process. In this chapter, we focus on a critical part of the learning process, namely, assessment feedback. New technology can be used to deliver traditional feedback,
C. Moscrop () • C. Beaumont Edge Hill University, Ormskirk, Lancashire, UK e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2017 D. Carless et al. (eds.), Scaling up Assessment for Learning in Higher Education, The Enabling Power of Assessment 5, DOI 10.1007/978-981-10-3045-1_13
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C. Moscrop and C. Beaumont
though some of the more exciting aspects are using technology in new ways that were not previously possible. In line with the aims of this book, we will evaluate technological innovations from the perspective of scalability and alignment with recognized good assessment for learning (AfL) practices. In order to determine whether the technology-enhanced feedback is valuable, it is essential to establish meaningful criteria against which to judge it. These criteria must be derived from well-established principles of good practice encompassed within assessment for learning (AfL). The Dialogic Feedback Cycle (DFC) (Beaumont et al., 2011) is a goo
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