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Assessment ‘for' Learning: Embedding Digital Literacy and Peer-Support of Learning Into an Assessment

Assessment ‘for' Learning: Embedding Digital Literacy and Peer-Support of Learning Into an Assessment

Stephen M. Rutherford, Zoë C. Prytherch
Copyright: © 2018 |Pages: 33
ISBN13: 9781522534174|ISBN10: 1522534172|EISBN13: 9781522534181
DOI: 10.4018/978-1-5225-3417-4.ch039
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MLA

Rutherford, Stephen M., and Zoë C. Prytherch. "Assessment ‘for' Learning: Embedding Digital Literacy and Peer-Support of Learning Into an Assessment." Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 726-758. https://doi.org/10.4018/978-1-5225-3417-4.ch039

APA

Rutherford, S. M. & Prytherch, Z. C. (2018). Assessment ‘for' Learning: Embedding Digital Literacy and Peer-Support of Learning Into an Assessment. In I. Management Association (Ed.), Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications (pp. 726-758). IGI Global. https://doi.org/10.4018/978-1-5225-3417-4.ch039

Chicago

Rutherford, Stephen M., and Zoë C. Prytherch. "Assessment ‘for' Learning: Embedding Digital Literacy and Peer-Support of Learning Into an Assessment." In Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 726-758. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3417-4.ch039

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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.

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