Integrating digital technologies into student assessment and feedback: How easy is it?

De La Harpe, B, Mason, T, Wong, I, Harrisson, F, Sprynskyj, D and Douglas, C 2009, 'Integrating digital technologies into student assessment and feedback: How easy is it?', in J. Milton, C. Hall, J. Lang, G. Allan and M. Nomikoudis (ed.) Proceedings of Assessment in Different Dimensions: A Conference on Teaching and Learning in Tertiary Education, Melbourne, Australia, 19-20 November 2009, pp. 1-9.


Document type: Conference Paper
Collection: Conference Papers

Title Integrating digital technologies into student assessment and feedback: How easy is it?
Author(s) De La Harpe, B
Mason, T
Wong, I
Harrisson, F
Sprynskyj, D
Douglas, C
Year 2009
Conference name Assessment in Different Dimensions: A Conference on Teaching and Learning in Tertiary Education
Conference location Melbourne, Australia
Conference dates 19-20 November 2009
Proceedings title Proceedings of Assessment in Different Dimensions: A Conference on Teaching and Learning in Tertiary Education
Editor(s) J. Milton
C. Hall
J. Lang
G. Allan
M. Nomikoudis
Publisher RMIT University
Place of publication Melbourne, Australia
Start page 1
End page 9
Total pages 9
Abstract Assessing student work and providing feedback in design studios are critical aspects of design learning. Historically, many students complain that they do not receive effective and detailed feedback on assessment in studios. In order to respond to this issue, a project was undertaken to explore the introduction of recorded verbal feedback using digital technologies as a way of providing feedback on assessment in design studios. What we found was that, overall, the integration of recorded verbal feedback into the assessment process was well received as long as students engaged with it. For academics, the integration of technology into assessment practices required a rethinking of the design studio and challenged traditions around how teaching and assessment are undertaken in studio. In this paper we discuss the background to providing feedback on student work in studio, describe the project, provide insights from our experience and reflect on the lessons learnt. We now know that to realise the full potential of integrating digital technologies to support and transform the assessment process in studio, academics require integrated, in-context support and, above all else, both students and academics need to be open to new ways of learning and teaching.
Subjects Higher Education
Keyword(s) formative feedback,
digital recording
assessment
design studio
technology
Copyright notice © RMIT University.
ISBN 9780646524214
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