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dc.contributor.authorSweeney, Trudy-Ann
dc.contributor.authorWest, Deborah
dc.contributor.authorGroessler, Anthea
dc.contributor.authorHaynie, Aeron
dc.contributor.authorHiggs, Bettie
dc.contributor.authorMacaulay, Janet
dc.contributor.authorMercer-Mapstone, Lucy
dc.contributor.authorYeo, Michelle
dc.date.accessioned2017-10-16T23:29:59Z
dc.date.available2017-10-16T23:29:59Z
dc.date.issued2017
dc.identifier.citationSweeney, T., West, D., Groessler, A., Haynie, A., Higgs, B., Macaulay, J., Mercer-Mapstone, L., & Yeo, M. (2017) Where’s the transformation? Unlocking the potential of technology-enhanced assessment. Teaching & Learning Inquiry, 5(1). http://dx.doi.org/10.20343/te achlearninqu.5.1.5en
dc.identifier.issn2167-4787
dc.identifier.urihttp://hdl.handle.net/2328/37540
dc.descriptionCC-BY Licence 4.0 This is an Open Access article distributed under the terms of the Creative Commons – Attribution License 4.0 International (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed.en
dc.description.abstractThis study provides insight into technology-enhanced assessment (TEA) in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of “transformation” afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEA in higher education.en
dc.language.isoen
dc.publisherInternational Society for the Scholarship of Teaching and Learning (ISSOTL)en
dc.rightsCopyright: Sweeney, West, Groessler, Haynie, Higgs, Macaulay, Mercer-Mapstone, Yeoen
dc.subjectassessment,en
dc.subjecttechnology,en
dc.subjectenhanced,en
dc.subjecttransformeden
dc.titleWhere’s the Transformation? Unlocking the Potential of Technology-Enhanced Assessmenten
dc.typeArticleen
dc.identifier.doihttps://doi.org/10.20343/te achlearninqu.5.1.5en
dc.rights.holderSweeney, West, Groessler, Haynie, Higgs, Macaulay, Mercer-Mapstone, Yeoen
local.contributor.authorOrcidLookupSweeney, Trudy-Ann: https://orcid.org/0000-0002-5833-9520en_US


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