ABSTRACT
This chapter discusses design approaches for the effective use of technology in assessment activities which support an ‘assessment as learning’ strategy. The focus is on assessment activities that support conceptual learning and the development of transferable skills for academic study and the workplace.
The chapter explores 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. The challenges in making the transition from traditional assessment to activities with a more explicit learning focus are addressed, with a presentation of models which are intended to help with the review and planning of assessment tasks incorporating the use of technology at a module or programme level.
