Rodrigues, Susan (2012) Assessment, technology & science education: what are we assessing? In: Social Policy Research Centre public lectures, 15 February 2012, University of New South Wales, Sydney, Australia.
Full text not available from this repository. (Request a copy)Abstract
There is a body of research, providing both rhetoric and discussion about the use of ICT (audience response systems, CDROMs, simulations, dataloggers, emails, Internet, modelling, virtual worlds and whiteboards) in science education for learning and assessment purposes. The research has alluded to benefits in terms of learner control, pro-active learning, increased student motivation, and increased student engagement. In this seminar the findings from several small scale studies will be presented in order to illustrate both the potential and the challenges of technology based assessment in science education. For if technology based assessment encourages inattentional blindness or selective amnesia, then using technology to assess student learning is unlikely to generate a better insight into their understanding or provide an accurate record of their capability.
| Item Type: | Conference or Workshop Item (Lecture) |
|---|---|
| Subjects: | X900 Others in Education |
| Department: | Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing |
| Related URLs: | |
| Depositing User: | Ay Okpokam |
| Date Deposited: | 26 Mar 2012 10:52 |
| Last Modified: | 12 Oct 2019 15:25 |
| URI: | http://nrl.northumbria.ac.uk/id/eprint/5863 |
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