No such thing as failure, only feedback: Designing innovative opportunities for e-assessment and technology-mediated feedback
Charles Miller, Aaron Doering, Cassandra Scharber, University of Minnesota, United States
Journal of Interactive Learning Research Volume 21, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In this paper we challenge designers, researchers, teachers, students, and parents to re-assess and re-envision the value of technology-mediated feedback and e-assessment by examining the innovative roles feedback and assessment played in the design of three contemporary web-based learning environments. These environments include 1) an e-assessment system for postsecondary American Sign Language learners, 2) a hybrid environment for teaching geography through the use of geospatial technologies, and 3) a progress-monitoring environment for reading, writing, and language development with deaf or hard-of-hearing students. For each design we share a brief overview of the instructional problem, audience, and initial design challenge, followed by a description of the specific feedback and assessment design opportunities. We conclude with suggestions to consider when designing future opportunities for online feedback and assessment.
Miller, C., Doering, A. & Scharber, C. (2010). No such thing as failure, only feedback: Designing innovative opportunities for e-assessment and technology-mediated feedback. Journal of Interactive Learning Research, 21(1), 65-92. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)