Technologies to transform assessment: a study of learning outcomes, assessment and technology use in an Australian university

This paper reports the findings from a survey of unit convenors in an Australian university, which explored how technologies were used to support assessment. The results suggest that while uptake of technologies for assessment may slowly be rising, the uses are frequently limited to assessing students‟ ability to understand or apply concepts or procedures. The potential of technologies to support assessment of the all-important higher order learning outcomes such as evaluation, creation and metacognition is still largely left untapped. For many of the technologies, the results suggest that rather than transformative tools, their uses are predominantly limited to perpetuating traditional practices.

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