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Assessment 'for' learning: embedding digital literacy and peer-support of learning into an assessment

Rutherford, Stephen and Prytherch, Zoe 2016. Assessment 'for' learning: embedding digital literacy and peer-support of learning into an assessment. In: Pinheiro, M. M. and Simões, D. eds. Handbook of Research on Engaging Digital Natives in Higher Education Settings, IGI-Global, pp. 121-153. (10.4018/978-1-5225-0039-1.ch006)

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Abstract

This chapter evaluates an assessment strategy designed to reinforce learning whilst supporting the learning of the whole student cohort, through development of multimedia learning resources. Once created and evaluated, the resources were shared online for students to use in their ongoing learning and revision. The majority of the resources designed by students used an unfamiliar form of technology, showing that digital natives were eager to learn new technological skills. The depth and challenge of the resources was considerable. The chapter investigates the activity of students during this assessment and evaluates their decision-making processes in the design of their learning resources. The analysis reveals that students were aware of how technology would impact on different learning styles, and of the needs of diverse learners. The key observation is that digital natives are a rich (and largely-untapped) resource for the development of materials that can support their learning and that of their peers.

Item Type: Book Section
Status: Published
Schools: Biosciences
Publisher: IGI-Global
ISBN: 9781522500391
Funders: Higher Education Academy
Last Modified: 03 Apr 2020 15:04
URI: http://orca-mwe.cf.ac.uk/id/eprint/89247

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