assessment

Assessment in the Digital, Screen-Based Age

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Assessment in the Digital, Screen-Based Age

Assessment is at the heart of the learning process. Assessment usually focuses on determining the qualifications and reporting the achievements of the learner in line with the institutional and societal aspirations of the goals of learning. The need for assessment to highlight the skills, knowledge, dispositions, and attitudes required to equip learners with the capacity to meet the needs of the changing and increasing digital world is also vital (Timmis et al., 2016). Technology provides various opportunities and challenges in the development of assessments for learners.

Technology provides learners with the means of monitoring their own work. Therefore, it can be used to develop on-screen assessment delivery systems and checking the originality of the work of the students. When developing technology-enhanced assessment (TEA), it is vital to obtain the views of the learners on the use of technology in learning in addition to their feelings on technology use in the assessment process. Instructors should also develop assessments that do not simply transfer paper resources to a screen. They should use assessments that have learner-centered approaches (Spector et al., 2016).

Nevertheless, the developers of innovative digital learning environments do not usually focus on assessment. In so doing, they make the technologies lack the necessary infrastructure that would maximize the learning potential. In addition, assessment technology may be very expensive. In addition, there has been very little emphasis on how collaboration can be assessed in the digital-age. This necessitates a change in the assessment culture that would integrate learning and assessment instead of simply focusing on individual competition. Development of effective assessments in the digital, screen-based age requires collaboration between innovators, designers, educators, and researchers (Timmis et al., 2016).

References

Spector, J. M., Ifenthaler, D., Sampson, D., Yang, J. L., Mukama, E., Warusavitarana, A., … & Bridges, S. (2016). Technology enhanced formative assessment for 21st century learning. Journal of Educational Technology & Society, 19(3), 58-71.

Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016). Rethinking assessment in a digital age: Opportunities, challenges and risks. British Educational Research Journal, 42(3), 454-476.