TY - JOUR
T1 - Innovation in technology-enhanced assessment in the UK and the USA
T2 - future scenarios and critical considerations
AU - Perrotta, Carlo
PY - 2014/1/1
Y1 - 2014/1/1
N2 - This paper uses methods derived from the field of futures studies to explore the future of technology-enhanced assessment. Drawing on interviews and consultation activities with experts, the paper aims to discuss the conditions that can impede or foster 'innovation' in assessment and education more broadly. Through a review of relevant research, the paper suggests an interpretive model of the factors sustaining the conservatism of educational assessment: the utilitarian view of education, dominant beliefs about academic excellence, and market or quasi-market dynamics. In the central section of the paper, three scenarios of innovation in assessment are described, developed through an iterative process involving researchers, representatives from the e-assessment industry, and experts from British awarding organisations. In the final section, a critical discussion draws attention to the implications that data pervasiveness and computer-generated predictive models may have for the future of education.
AB - This paper uses methods derived from the field of futures studies to explore the future of technology-enhanced assessment. Drawing on interviews and consultation activities with experts, the paper aims to discuss the conditions that can impede or foster 'innovation' in assessment and education more broadly. Through a review of relevant research, the paper suggests an interpretive model of the factors sustaining the conservatism of educational assessment: the utilitarian view of education, dominant beliefs about academic excellence, and market or quasi-market dynamics. In the central section of the paper, three scenarios of innovation in assessment are described, developed through an iterative process involving researchers, representatives from the e-assessment industry, and experts from British awarding organisations. In the final section, a critical discussion draws attention to the implications that data pervasiveness and computer-generated predictive models may have for the future of education.
KW - assessment
KW - data
KW - futures
KW - innovation
KW - technology
UR - http://www.scopus.com/inward/record.url?scp=84897622127&partnerID=8YFLogxK
U2 - 10.1080/1475939X.2013.838453
DO - 10.1080/1475939X.2013.838453
M3 - Article
AN - SCOPUS:84897622127
VL - 23
SP - 103
EP - 119
JO - Technology, Pedagogy and Education
JF - Technology, Pedagogy and Education
SN - 1475-939X
IS - 1
ER -