Technology-enhanced formative assessment : a review of the literature

Abstract

In an ever standards based world, one cannot diminish the importance of educational assessment and the use of technology. In recent years, technology-enhanced formative assessment has become an area of research interest. Beatty and Gerace (2009); Nicol and Macfarlane-Dick (2006); McLaren (2012). Formative assessment when properly employed encourages individuals to engage purposefully and meaningfully with their processes of learning; in this way, formative assessment supports and fosters active learning (Black & Wiliam, 2009). Technology-enhanced formative assessment offers an active way forward for individuals to engage purposefully in their learning (Beatty & Gerace, 2009). Active learning does constitute the interface and connects technology with assessment and/or assessment with technology. The aim of this dissertation is to systematically review the relevant literature basis in an attempt to answer the over-arching question: ‘What is the role of technology-enhanced formative assessment in influencing student learning?’ In view of this, this study seeks to: identify important studies in the field of technology-enhanced formative assessment, review an array of important issues connected with teaching and learning and highlight conclusions about critical pedagogical issues that pertain to the field of technology-enhanced formative assessment.