Challenges for formative assessment supported by technologies

1. EDUsummIT 2017 - TWG 5
Challenges for formative
assessment supported by
technologies
Mary Webb, King’s College London, UK
Doreen Prasse, Schwyz University of Teacher Education, Switzerland
Mike Phillips, Monash University, Australia
Djordje M. Kadijevich, Institute for Educational Research, Serbia
Charoula Angeli, University of Cyprus, Cyprus
Allard Strijker, SLO - National institute for curriculum development in the Netherlands,
Ana Amelia Carvalho, University of Coimbra, Portugal
Bent B. Andresen, Aarhus University, Denmark
Eva Dobozy, Curtin University, Australia
Hans Laugesen, National Union of Upper Secondary Teachers, Denmark

2. Formative assessment
•The generation and interpretation of evidence
about learner performance by teachers, learners
or their peers to make decisions about the next
steps in instruction.
•This form of ‘assessment for learning’ allows
decisions about future performance to be better
founded than decisions made in the absence of
formative evidence (Black & Wiliam, 2009).

3. Starting point
• In the workgroup, we
identify and examine
opportunities for
formative assessment
provided by IT and the
challenges which these
opportunities present.

4. Challenges formative assessment
•datafication of
learning;
•feedback and
scaffolding;
•peer assessment and
peer feedback.

5. Including
• Developing learning/assessment analytics for assessing 21stCS, the
complexity of assessing such skills
• Affective aspects means that using IT-enabled techniques will need to
be combined with more traditional methods of teacher assessment as
well as peer assessment.
• Learners, teachers and school leaders must learn how to manage the
greater variety of sorts and sources of feedback including resolving
tensions of inconsistent feedback from different sources.
• Privacy and ethical issues.