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Technology-Enhanced Assessment Feedback

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Scaling up Assessment for Learning in Higher Education

Part of the book series: The Enabling Power of Assessment ((EPAS,volume 5))

Abstract

The rapid development of technology provides both challenges and opportunities for educators. Opportunities because there are new ways of interacting with students and achieving scalability and challenges to ensure the technology is constructively aligned with principles of good practice. To determine whether technology-enhanced feedback is valuable, it is important to evaluate it against established good practice. One framework which effectively integrates good practice principles into a process model is the Dialogic Feedback Cycle (DFC) (Beaumont, O’Doherty, & Shannon, Stud Higher Educ 36(6):1–17, 2011) which considers the feedback process in three stages: preparatory guidance, in-task guidance and performance feedback. A key element of the model is timely formative dialogue with the student about their work to clarify good performance, model self-assessment and enhance motivation. This chapter identifies good practice in assessment feedback and then discusses various forms of technology-enhanced feedback at each stage of the Dialogic Feedback Cycle (DFC) together with their potential for scalability. These include approaches to build students’ assessment literacy and engagement in large classes and a novel intelligent tutoring system which conducts extended dialogue with students to develop metacognitive skills.

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Authors and Affiliations

  1. Edge Hill University, Ormskirk, Lancashire, UK

    Claire Moscrop & Chris Beaumont

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  1. Claire Moscrop
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  2. Chris Beaumont
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Correspondence to Claire Moscrop .

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Editors and Affiliations

  1. Faculty of Education, University of Hong Kong, Hong Kong, Hong Kong

    David Carless

  2. Faculty of Education, University of Hong Kong, Hong Kong, Hong Kong

    Susan M. Bridges

  3. Ctr. Enhancement of Teaching & Learning, University of Hong Kong, Hong Kong, Hong Kong

    Cecilia Ka Yuk Chan

  4. Faculty of Law, University of Hong Kong, Hong Kong, Hong Kong

    Rick Glofcheski

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Moscrop, C., Beaumont, C. (2017). Technology-Enhanced Assessment Feedback. In: Carless, D., Bridges, S., Chan, C., Glofcheski, R. (eds) Scaling up Assessment for Learning in Higher Education. The Enabling Power of Assessment, vol 5. Springer, Singapore. https://doi.org/10.1007/978-981-10-3045-1_13

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  • DOI: https://doi.org/10.1007/978-981-10-3045-1_13

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-3043-7

  • Online ISBN: 978-981-10-3045-1

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