Designing engaging ‘assessment as learning’ activities through the use of social media and collaborative technologies

Richard Walker, Martin Jenkins

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    This chapter discusses design approaches for the effective use of technology in assessment activities which support an ‘assessment as learning’ strategy (McDowell, 2012). Our focus is on assessment activities that support conceptual learning and the development of transferable skills for academic study and the workplace.

    We will explore how social media and collaborative technologies may be combined to support assessment activities that encourage students to master conceptual learning, as well as to demonstrate their development of key transferable digital communication and employability skills.
    Original languageEnglish
    Title of host publicationInnovative Assessment in Higher Education: a handbook for academic practitioners
    EditorsCordelia Bryan, Karen Clegg
    PublisherTaylor & Francis
    Chapter14
    Pages163-172
    Edition2nd
    ISBN (Print)9781138581180
    Publication statusPublished - Apr 2019

    Fingerprint Dive into the research topics of 'Designing engaging ‘assessment as learning’ activities through the use of social media and collaborative technologies'. Together they form a unique fingerprint.

  • Cite this

    Walker, R., & Jenkins, M. (2019). Designing engaging ‘assessment as learning’ activities through the use of social media and collaborative technologies. In C. Bryan, & K. Clegg (Eds.), Innovative Assessment in Higher Education: a handbook for academic practitioners (2nd ed., pp. 163-172). Taylor & Francis.