This short article summarizes a longer paper in OTESSA on developing the Technology-Integrated Assessment Framework (19 page PDF) that "serves as a starting point to understand how to improve technology-integrated assessment practices in higher education in British Columbia and beyond." It consists "four components for instructors to consider when planning assessment." Each of these has three or four subcomponments and is based in previous literature on the subject - the purpose of assessment, based on the Bearman et al. model; the duty of care (in law, and also in the sense of communality); technology assessment (the UTAUT model); and assessment design (the five Rs framework). I would have looked for a more critical assessment of each of these (eg. why UTAUT and not UTAUT2?) but that may have taken more space than the journal allowed.
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