Exploring formative e-assessment: Using case stories and design patterns

Assessment and Evaluation in Higher Education

Volumn 35, Issue 5, 2010, Pages 619-636

  Daly, Caroline ^a   Pachler, Norbert ^a   Mor, Yishay ^a   Mellar, Harvey ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

Cases; Design patterns; E assessment; Formative

Indexed keywords

EID: 79955551588     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602931003650052     Document Type: Article

References (24)

1. Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2002. Working inside the black box: Assessment for learning in the classroom. London: Department of Education and Professional Studies, King's College London.
2. Black, P., and D. Wiliam. 1998. Inside the black box: Raising standards through classroom assessment. London: King's College London.
3. Black, P., and D. Wiliam. 2009. Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability 21: 5-31.
4. Bull, J., and C. McKenna. 2004. Blueprint for computer-assisted assessment. London: RoutledgeFalmer.
5. Cole, M. 1996. Cultural psychology: A once and future discipline. Cambridge, MA: Belknap Press of Harvard University Press.
6. Elliott, B. 2007. Modernising assessment: The use of Web 2.0 for formative and summative assessment. Paper presented at the 11th International CAA Conference, July, in Loughborough.
7. Fowler, A. 2006. Logging student answer data in call exercises to gauge feedback efficacy. In CALL and monitoring the learner: Proceeedings of the 12th International CALL Conference, ed. J. Colpaert, W. Decoo, S. van Beuren and A. Godfroid, 83-91. Antwerp: University of Antwerp.
8. Fowler, A. 2008. Providing effective feedback on whole-phrase input in computer-assisted language learning. In Proceedings of the 12th International Computer Assisted Assessment Conference 2008, ed. F. Khandia, 137-50. Loughborough: Loughborough University.
9. Hattie, J., and H. Timperley. 2007. The power of feedback. Review of Educational Research 77: 81-112.
10. JISC. 2007. Effective practice with e-assessment: An overview of technologies, policies and practices in further and higher education. www.jisc.ac.uk/media/documents/themes/elearning/effpraceassess.pdf
11. Juwah, C., D. Macfarlane-Dick, B. Matthew, D. Nicol, D. Ross, and B. Smith. 2004. Enhancing student learning through effective formative feedback. York: The Higher Education Academy Generic Centre.
12. Koschmann, T. 2003. CSCL, argumentation, and Deweyan inquiry: Argumentation is learning. In Arguing to learn. Confronting cognitions in computer-supported collaborative learning environments, ed. J. Andriessen, M. Baker, and D. Suthers, 261-69. Dordrecht: Kluwer Academic.
13. Kulhavy, R., and W. Stock. 1989. Feedback in written instruction: The place of response certitude. Educational Psychology Review 1: 279-308.
14. Laurillard, D. 2002. Rethinking university teaching. A conversational framework for the effective use of learning technologies. London: Routledge.
15. Laurillard, D. 2007. Pedagogical forms of mobile learning: Framing research questions. In Mobile learning: Towards a research agenda, ed. N. Pachler, 153-75. London: WLE Centre, Institute of Education. www.wlecentre.ac.uk/cms/files/occasionalpapers/mobilelearning_pachler_2007.pdf
16. Looney, J. 2008. Teaching, learning and assessment for adults: Improving foundation skills. Paris: Organisation for Economic Co-operation and Development.
17. Mackenzie, D. 1999. Recent development in the Tri-partite Interactive Delivery System (TRIADS). Paper presented at 3rd International CAA Conference, June, in Loughborough.
18. Mor, Y., and N. Winters. 2008. Participatory design in open education: A workshop model for developing a pattern language. Journal of Interactive Media 13. www-jime.open.ac.uk/2008/13/ (accessed February 20, 2009).
19. Nicol, D. 2007. Principles of good assessment and feedback: Theory and practice. Keynote paper presented at 'Assessment design for learner responsibility', May 29-31. www.reap.ac.uk/reap07/Portals/2/CSL/keynotes/david%20nicol/Principles_of_good_assessment_and_feedback.pdf
20. Nicol, D., and D. Macfarlane-Dick. 2006. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education 31: 199-218.
21. Pachler, N., H. Mellar, C. Daly, Y. Mor, D. Wiliam, and D. Laurillard. 2009. Scoping a vision for formative e-assessment: A project report for JISC. London: Institute of Education, WLE Centre. www.jisc.ac.uk/publications/documents/feasstfinalreport.aspx
22. Planet Project (pattern language network, www.patternlanguagenetwork.org/). 2009. JISC Users and Innovation: Personalising Technologies Programme. www.jisc.ac.uk/whatwedo/programmes/usersandinnovation.aspx.
23. Sharples, M. 2007. An interactional model of context. Presentation at the philosophy of technology-enhanced learning seminar, June 29, in London Knowledge Lab, London.
24. Winters, N., and Y. Mor. 2009. Dealing with abstraction: Case study generalisation as a method for eliciting design patterns. Computers in Human Behavior 25, no. 5: 1079-88.