Changing Assessment--Towards a New Assessment Paradigm Using ICT

Autor/inn/en	Redecker, Christine; Johannessen, Oystein
Titel	Changing Assessment--Towards a New Assessment Paradigm Using ICT
Quelle	In: European Journal of Education, 48 (2013) 1, S.79-96 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12018
Schlagwörter	Instructional Innovation; Alternative Assessment; Technology Uses in Education; Evaluation Methods; Evaluation Research; Educational Strategies; Educational Technology; Evaluation Needs; Influence of Technology; Technological Advancement; Evaluation Problems; Educational Change; Educational Development; Foreign Countries; Educational Policy; Educational Planning; Technology Planning; Change Strategies; Computer Assisted Testing; Instructional Design; Literature Reviews; United States + Suchen Sie Ihr Suchwort? Educational Innovation; Bildungsinnovation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Evaluationsforschung; Lehrstrategie; Unterrichtsmedien; Technological development; Technologische Entwicklung; Bildungsreform; Bildungsentwicklung; Ausland; Politics of education; Bildungspolitik; Bildungsplanung; Lösungsstrategie; Lesson concept; Lessonplan; Unterrichtsentwurf; USA
Abstract	This article discusses how Information and Communication Technologies can support 21st century assessment strategies and what needs to be done to ensure that technological advances support and foster pedagogical innovation. Based on an extensive review of the literature, it provides an overview of current ICT-enabled assessment practices, with a particular focus on the more recent developments of ICT-enhanced assessment tools that recognise 21st century skills. The article also refers to relevant cases of eAssessment, looks into examples of the potential of emerging technologies for eAssessment and discusses some relevant innovation and policy issues. Reflecting on these examples, it argues that, although technological challenges exist, the more pressing task at present is to transcend the traditional testing paradigm and conceptually develop (e)Assessment strategies that allow to more fully exploit the benefits of emerging technologies in order to foster the development of 21st century skills. (Contains 2 figures and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10