M-AssIST: interaction and scaffolding matters in authentic assessment
Mostra el registre complet Registre parcial de l'ítem
- dc.contributor.author Santos Rodríguez, Patríciaca
- dc.contributor.author Cook, Johnca
- dc.contributor.author Hernández Leo, Daviniaca
- dc.date.accessioned 2016-05-11T12:46:35Z
- dc.date.available 2016-05-11T12:46:35Z
- dc.date.issued 2015ca
- dc.description.abstract Authentic assessment is important in formal and informal learning. Technology has the potential to be used to support the assessment of higher order skills particularly with respect to real life tasks. In particular, the use of mobile devices allows the learner to increase her interactions with physical objects, various environments (indoors and outdoors spaces), augmented digital information and with peers. Those interactions can be monitored and automatically assessed in a way that is similar to traditional objective tests. However, in order to facilitate a meaningful interaction with formative purposes, we propose that the assessment process can be assisted through scaffolding mechanisms that transform the mobile system into a ‘more capable peer’. In this context, this paper presents the m-AssIST model which captures the necessary emergent properties to design and analyse m-assessment activities. The model is used to analyse the benefits and limitations of existing m-test based systems. This paper discusses the importance of meaningful interactions, and the provision of scaffolding mechanisms to support formative and authentic assessment.en
- dc.description.sponsorship This work has been partially funded by the Learning Layers project. Learning Layers is a 7th Framework Large-scale integrating project co-funded by the European Commission and the EEE (TIN2011-28308-C03-03) project.en
- dc.format.mimetype application/pdfca
- dc.identifier.citation Santos P, Cook J, Hernandez-Leo D. M-AssIST: interaction and scaffolding matters in authentic assessment. J Educ Techno Soc. 2015;18(2):33–45.en
- dc.identifier.issn 1176-3647ca
- dc.identifier.uri http://hdl.handle.net/10230/26268
- dc.language.iso engca
- dc.publisher University of the West of England (UWE)en
- dc.relation.ispartof Journal of Educational Technology & Society. 2015;18(2):33–45en
- dc.relation.projectID info:eu-repo/grantAgreement/ES/3PN/TIN2011-28308-C03-03en
- dc.rights This article of the Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND-NC 3.0 license (https://creativecommons.org/licenses/by-nc-nd/3.0/). For further queries, please contact Journal Editors at ets-editors@ifets.info.en
- dc.rights.accessRights info:eu-repo/semantics/openAccessca
- dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/
- dc.subject.keyword Mobile-assessmenten
- dc.subject.keyword Authentic assessmenten
- dc.subject.keyword Meaningful interactionsen
- dc.subject.keyword Scaffoldingen
- dc.title M-AssIST: interaction and scaffolding matters in authentic assessmentca
- dc.type info:eu-repo/semantics/articleca
- dc.type.version info:eu-repo/semantics/publishedVersionca