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.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the first international Designs for learning conference |
| Number of pages | 12 |
| Publisher | Stockholm University |
| Publication date | 2008 |
| Publication status | Published - 2008 |
| Event | The first international Designs for learning conference - Stockholm, Sweden Duration: 3 Mar 2008 → 4 Mar 2008 Conference number: 1st |
Conference
| Conference | The first international Designs for learning conference |
|---|---|
| Number | 1st |
| Country/Territory | Sweden |
| City | Stockholm |
| Period | 03/03/2008 → 04/03/2008 |