Abstract
This study proposes a framework for making a paradigm shift from traditional (teacher-centred) to technology-enhanced (student-centred) assessment, using an example of an intelligent tutor. Informed by Situated Learning Theory that addresses students’ needs and concerns in timely learning experiences, the proposed ‘dissecting assessment’ framework has two primary variables: Students’ Expectations and Assessment Deliverable with positive and negative secondary variables such as inbuilt fear to handle failures and exposures and comparison phobia. Employing a case study approach, a purposeful sample of 14 U.S. College students were supported by an intelligent tutoring system in monitoring their learning with prompt corrective feedback in their physics course. This formative assessment prepares students for succeeding on their summative assessments, which is the final outcome of learning with feedback. The analysis of the proposed dissecting assessment framework led to the conclusion that concentrating efforts on the positives in the framework, such as unbiased evaluation, would eventually reduce the negatives, such as comparison phobia.Keywords: Formative assessment, immediate feedback, intelligent tutoring, self-evaluation, technology-enhanced assessment.
Highlights
Growing technological advancement has prompted a paradigm shift from traditional forms like paper tests to technology-enhanced assessments for the digital natives in our 21st Century classrooms
Interesting data that help us visualise student learning is the amount and extent of help students need with every successive opportunity to arrive at a correct answer
These learning analytics are very helpful for two reasons: (1) Sometimes, despite several opportunities, the assistance that students need does not level off to a small number, signalling to the teacher that students need more practice and (2) Students may learn concepts and calculations within a few opportunities with little assistance. Knowing when this happens could help prevent overpractice and time could be spent in useful learning events. These data show that improving formative assessment could result in improved student learning, which is consistent with situated learning theory (SLT) in successfully addressing students’ need in a timely learning experience
Summary
Growing technological advancement has prompted a paradigm shift from traditional forms like paper tests to technology-enhanced assessments for the digital natives in our 21st Century classrooms. Technology-enhanced assessment requires less teacher-centred and more learnercentred approaches to assessment for achieving goals and learning outcomes in educational programmes. Branch (2009) refers to the Level 2 evaluation that measures acquisition of knowledge and skills in the ADDIE approach. The terms assessment and evaluation in the literature are used interchangeably (Sweeney et al, 2017) in this paper. This measurement refers to the assessment that measures ‘... This measurement refers to the assessment that measures ‘... student learning and attainment of learning outcomes at the unit/subject or program level’ (Sweeney et al, 2017, p. 2)
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