Dissecting assessment: A paradigm shift towards technology-enhanced assessments

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 experien...

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Main Authors:	Said, Mohamed Mohamed Tolba, Aravind, Vasudeva Rao, Ferdinand-James, Debra, Umachandran, Krishnan
Format:	Article
Language:	English English
Published:	2019
Subjects:	L Education (General) LB1025 Teaching (principles and practices) LB2300 Higher Education
Online Access:	http://irep.iium.edu.my/72048/ http://irep.iium.edu.my/72048/1/4148-Article%20Text-16616-1-10-20190508.pdf http://irep.iium.edu.my/72048/7/72048_Dissecting%20assessment%20A%20paradigm%20shift%20towards%20technology-enhanced%20assessments_scopus.pdf

id	iium-72048
recordtype	eprints
spelling	iium-720482019-08-20T06:37:02Z http://irep.iium.edu.my/72048/ Dissecting assessment: A paradigm shift towards technology-enhanced assessments Said, Mohamed Mohamed Tolba Aravind, Vasudeva Rao Ferdinand-James, Debra Umachandran, Krishnan L Education (General) LB1025 Teaching (principles and practices) LB2300 Higher Education 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. 2019 Article PeerReviewed application/pdf en http://irep.iium.edu.my/72048/1/4148-Article%20Text-16616-1-10-20190508.pdf application/pdf en http://irep.iium.edu.my/72048/7/72048_Dissecting%20assessment%20A%20paradigm%20shift%20towards%20technology-enhanced%20assessments_scopus.pdf Said, Mohamed Mohamed Tolba and Aravind, Vasudeva Rao and Ferdinand-James, Debra and Umachandran, Krishnan (2019) Dissecting assessment: A paradigm shift towards technology-enhanced assessments. World Journal on Educational Technology: Current Issues, Volume 11 (Issue 2). pp. 24-32. ISSN 13090348
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English English
topic	L Education (General) LB1025 Teaching (principles and practices) LB2300 Higher Education
spellingShingle	L Education (General) LB1025 Teaching (principles and practices) LB2300 Higher Education Said, Mohamed Mohamed Tolba Aravind, Vasudeva Rao Ferdinand-James, Debra Umachandran, Krishnan Dissecting assessment: A paradigm shift towards technology-enhanced assessments
description	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.
format	Article
author	Said, Mohamed Mohamed Tolba Aravind, Vasudeva Rao Ferdinand-James, Debra Umachandran, Krishnan
author_facet	Said, Mohamed Mohamed Tolba Aravind, Vasudeva Rao Ferdinand-James, Debra Umachandran, Krishnan
author_sort	Said, Mohamed Mohamed Tolba
title	Dissecting assessment: A paradigm shift towards technology-enhanced assessments
title_short	Dissecting assessment: A paradigm shift towards technology-enhanced assessments
title_full	Dissecting assessment: A paradigm shift towards technology-enhanced assessments
title_fullStr	Dissecting assessment: A paradigm shift towards technology-enhanced assessments
title_full_unstemmed	Dissecting assessment: A paradigm shift towards technology-enhanced assessments
title_sort	dissecting assessment: a paradigm shift towards technology-enhanced assessments
publishDate	2019
url	http://irep.iium.edu.my/72048/ http://irep.iium.edu.my/72048/1/4148-Article%20Text-16616-1-10-20190508.pdf http://irep.iium.edu.my/72048/7/72048_Dissecting%20assessment%20A%20paradigm%20shift%20towards%20technology-enhanced%20assessments_scopus.pdf
first_indexed	2023-09-18T21:42:09Z
last_indexed	2023-09-18T21:42:09Z
_version_	1777413212051865600

Dissecting assessment: A paradigm shift towards technology-enhanced assessments

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