Students as Web 2.0 authors: Implications for assessment design and conduct
Australasian Journal of Educational Technology Volume 26, Number 1, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
Students now have at their disposal a range of Web 2.0 authoring forms such as audio and video podcasting, blogging, social bookmarking, social networking, virtual world activities and wiki writing. Many university educators are interested in enabling students to demonstrate their learning by creating content in these forms. However, the design and conduct of assessment for such student-created content is not straightforward. Based upon a review of current literature and examples in the public domain, this paper identifies key challenges for academic assessment that arise from students' use of Web 2.0 authoring forms. We describe and analyse selected cases where academics have set assessable student Web 2.0 activities in a range of fields of study, noting especially the inter-relationship of learning objectives, assessment tasks and marking criteria. We make recommendations for practice, research and understanding to strengthen educational quality and academic integrity in the use of Web 2.0 authoring forms for assessable student learning.
Gray, K., Thompson, C., Sheard, J., Clerehan, R., Hamilton, M. & Hamilton, M. (2010). Students as Web 2.0 authors: Implications for assessment design and conduct. Australasian Journal of Educational Technology, 26(1),. Australasian Society for Computers in Learning in Tertiary Education.
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William Boyd & David Ellis, Southern Cross University
Australasian Journal of Educational Technology Vol. 29, No. 3 (Jul 17, 2013)
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