Document Type

Conference Proceeding

Publisher

Australian Council for Computers in Education (ACCE)

Faculty

Faculty of Education and Arts

School

School of Education / Centre for Schooling and Learning Technologies

RAS ID

14066

Comments

This article was originally published as: Newhouse, C. P. (2012). Digital forms of assessment: aligning with pedagogic and curriculum intentions. Proceedings of Australian Computers in Education Conference (ACEC). (pp. 1-7). Perth, Australia. Australian Council for Computers in Education (ACCE). Original article available here

Abstract

Increasingly in the world fewer work tasks are done using paper and pen and yet most high-stakes assessment in schools continues to use this primitive technology. In the past it has been considered too difficult to reliably and manageably assess large cohorts of students using approaches more valid than using paper. The range of maturing digital technologies for handling multimedia now provides opportunities to address this discrepancy. This paper reports on a three-year project investigating the use of digital technologies to represent student work for high-stakes summative assessment in four senior secondary courses. The project used a range of digital devices, online and offline technologies, and database portfolio systems linked to online marking tools. In addition the comparative pairs method of marking was compared with an analytical standards-referenced method. The project involved 82 teachers and their senior secondary classes.

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