Abstract
Non-biased assessment becomes a reality when Information and Communication Technology (ICT) is implemented as a pedagogical tool to augment teacher practice and student learning. This paper details a study that was undertaken at a secondary school in Lithuania involving four educators and 200 pupils between 14 and 18 years of age. Both teachers and pupils reported the positive benefits from use of a computer-based test (CBT) strategy. Multiple practices of learning and a shift from individual to collaborative learning combined to indicate three notable changes resulting from the strategy: (1) a change from an individual to a collaborative responsibility of assessment, (2) a change from an individual to a collective knowledge shaping, and (3) a change from a possibly weighted evaluation to a defined non-biased assessment outcome. Results from the study point to the potentials from CBT applied in education to address future augmented teacher - students' liaisons.
Originalsprog | Engelsk |
---|---|
Titel | Proceedings of the first international Designs for learning conference |
Antal sider | 12 |
Forlag | Stockholm University |
Publikationsdato | 2008 |
Status | Udgivet - 2008 |
Begivenhed | The first international Designs for learning conference - Stockholm, Sverige Varighed: 3 mar. 2008 → 4 mar. 2008 Konferencens nummer: 1st |
Konference
Konference | The first international Designs for learning conference |
---|---|
Nummer | 1st |
Land/Område | Sverige |
By | Stockholm |
Periode | 03/03/2008 → 04/03/2008 |