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CAA 2012: Pedagogy and technology: harmony and tensions

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Abstract

The papers in this special issue draw our attention towards the pedagogical aims of current assessment practices which support an assessment for learning agenda. The technology is however trailing behind the principle purposes of different types of assessment. We see there are trailblazers who are pushing the technology to its limits and sharing their expertise among the assessment community. However as Whitelock, Gilbert & Gale (this issue) suggest more rigorous evaluations are required if we are to determine user preferences that can support helpful solutions to current computer assisted assessment challenges.

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