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

Richard Walker; Martin Jenkins

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

Richard Walker, Martin Jenkins

University of York

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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 language	English
Title of host publication	Innovative Assessment in Higher Education: a handbook for academic practitioners
Editors	Cordelia Bryan, Karen Clegg
Publisher	Taylor and Francis
Chapter	14
Pages	163-172
Edition	2nd
ISBN (Print)	9781138581180
Publication status	Published - Apr 2019

Cite this

Designing engaging ‘assessment as learning’ activities through the use of social media and collaborative technologies. / Walker, Richard; Jenkins, Martin.
Innovative Assessment in Higher Education: a handbook for academic practitioners. ed. / Cordelia Bryan; Karen Clegg. 2nd. ed. Taylor and Francis, 2019. p. 163-172.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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

Abstract

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