Rethinking assessment in a digital age: opportunities, challenges and risks
Rethinking assessment in a digital age: opportunities, challenges and risks
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DOI：
10.1002/berj.3215
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发表时间：
2016-06-01
影响因子：
2.3
通讯作者：
Oldfield, Alison
中科院分区：
文献类型：
--
作者：
Timmis, Sue;Broadfoot, Patricia;Oldfield, Alison
虽然人们经常认为评估是学习过程的核心，但在实践中，评估往往仍然狭隘地侧重于资格和报告成就，这是由制度和社会愿望以及责任和经济福祉等紧张局势驱动的。然而，人们也越来越认识到需要进行评估，以考虑为年轻人提供必要的知识、技能、性格和态度，以适应不断变化和日益数字化的世界。根据我们最近的研究综述，本文批判性地探讨了技术增强评估（TEA）的作用。我们认为，虽然技术为创新和重新思考评估目的提供了许多潜在的创造性机会，但也存在许多风险和挑战。我们特别强调了对社会排斥和新形式的数字鸿沟的道德担忧，以及与大数据和学习分析的兴起相关的日益增加的风险。最后，我们注意到，许多研究和创新都是在孤岛中进行的，其中评估的政策、研究和实践、技术增强的评估以及道德和政治问题没有联系起来。我们的结论是，教育和政策界需要进行更广泛、更批判性和更细致的讨论，以便将有关技术潜力的辩论与改进评估联系起来，以应对这种进步带来的一系列社会和政治挑战。最后，我们向政策、实践和研究界提出了一些关键问题，我们将这些问题作为未来思考和前进方向的起点。
While it is frequently argued that assessment sits at the heart of the learning process, in practice assessment often remains narrowly focused on qualifications and reporting achievements, driven by institutional and societal aspirations and tensions such as accountability and economic well being. Yet, the need for assessment to account for the knowledge, skills, dispositions and attitudes necessary to equip young people for a changing and increasingly digital world is also increasingly acknowledged. Based on our recent research review, this article critically examines the role of technology enhanced assessment (or TEA). We argue that while technology offers many potentially creative opportunities for innovation and for rethinking assessment purposes, there are also numerous risks and challenges. In particular we highlight ethical concerns over social exclusion and new forms of digital dividedness and the increasing risks associated with big data and the rise of learning analytics. Finally, we note that much research and innovation happens in silos, where policy, research and practice on assessment, technology enhanced assessment and ethical and political concerns are not linked up. We conclude that there needs to be a much more wide-ranging, critical and nuanced discussion in educational and policy circles so that debates about the potential of technology can be linked to improving assessment in the light of the range of social and political challenges that such progress presents. We end with some critical questions for policy, practice and research communities, which we offer as a starting point for future thinking and ways forward.