Using technology to facilitate effective assessment for learning and feedback in higher education

Abstract

The aims of this paper are to examine and critically evaluate a selection of different technological methods that were specifically chosen for their alignment with, and potential to enhance, extant assessment for learning practice. The underpinning perspectives are that: (a) both formative and summative assessment are valuable opportunities for learning, and (b) using technology may enhance learning in assessment and feedback processes. Drawing on the literature and empirical evidence from a research study in a Scottish university, the advantages and drawbacks of using technology are examined. It is asserted that, by adopting a flexible approach and taking small incremental steps, the use of different types of technology can be beneficial in facilitating effective assessment for learning and feedback in higher education.

Keywords:

• Assessment for learning
• feedback
• technology
• higher education
• alignment

Acknowledgements

The material for this paper draws from a work-based learning project that was funded by the Careers Service at the University of Glasgow, UK, and includes data collected by researcher Dr. Lisa Bradley. Thanks to the anonymous peer reviewers for their constructive comments.