2016/01/01 by Patricia Broadfoot · 1 voice
Social Sciences · Decision Sciences · #Student Assessment and Feedback #Higher Education Learning Practices #Educational Assessment and Improvement
paper · pdf · doi:10.1007/978-3-319-17727-4_64-1
openalex publication_date 2016/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/04
This chapter offers firstly, a resume of some of the pressing needs for change in current educational assessment thinking and practice if learners are effectively to be prepared for their future lives and work in the twenty-first century. It then traces the growing interest in assessment for learning (AfL) as a significant challenge to the assessment status quo. This discussion leads into the argument of the third section which concerns the potential for technology-enhanced assessment to meet the novel needs of today’s learner whilst building on the strengths of AfL. The reasons for the slow realisation of this potential and some of the risks that TEA poses form the fourth section of the chapter which concludes with some observations concerning the likelihood of the transformative potential of technology-enhanced assessment (TEA) being realised in practice.