ABSTRACT
Self-assessment and peer feedback are integral components of formative assessment practice. With the rise of technology, researchers and educators are exploring how new digital tools, learning spaces, and authentic assessment designs can be used to support these practices. We explore the role of digital tools that can support self- and peer assessment to encourage student agency. More specifically, the goal of this chapter is to explore the structures and supports that are necessary for students to engage with these practices, examine how technology has been used to support these practices, and present an argument that merging technology processes with rich content tasks has the potential to maximize the impact of these practices on both student engagement and learning. We illustrate the potential of these advances through the examination of pilot results from the ‘Gathering Evidence to Support Noticing, Interpretation, and Use’ (GENIUs) prototype. The pilot results point to additional supports needed for the classroom, including routines, access to information, and feedback. We conclude the chapter with implications of these findings for future technology development, classroom-based practices, teacher professional learning needs, and research.
