Technology-Enhanced Assessment and Feedback: A Research to Inform an Academic Development Model

• In Event: Tech-Driven Feedback: Leveraging Technology for Enhanced Learning and Assessment

Abstract

1. Objectives or purposes
The research aims at collecting experiences and suggestions from experts in the field of assessment and feedback in the UK context, in order to create and validate a model for academic development (AD) to scaffold technology-enhanced assessment (TEA) and feedback practices for the Italian context (Redecker & Punie, DigCompEdu, 2017)
The research questions are the following :
• What are the AD models that promote TEA and feedback skills and practices in teaching and learning processes in higher education?
• What are the best practices connected to the design, implementation and promotion of TEA processes?

2. Perspective(s) or theoretical framework
The research investigates the TEA approach and methods, by which technology can be used to support assessment, including peer and self assessment processes in an innovative way in educational contexts (Devedzic, & Devedzic, 2019; Oldfield et al., 2012; Whitelock & Watt, 2008), and the existing related AD models, practices and experiences to create a sustainable model.

3. Methods, techniques, or modes of inquiry
Starting from the evidence produced by the systematic literature review process (PRISMA model - Moher, 2009), semi-structured interview in the UK context were conducted to explore best practices in terms of TEA implementation at three different level (Institutional; Academic Developer; Academic-Practitioner) and to sustain the model creation.

4. Data sources, evidence, objects, or materials
For the systematic literature review, two international online databases (ERIC and Scopus) were used: we focused on AD frameworks, models, key conditions, practices, programs.
In the light of the results, different categories and related questions were identified to further investigate practices and suggestions throughout 21 semi-structured interviews to UK experts.

5. Results and/or substantiated conclusions
After applying inclusion and exclusion criteria in the review, 20 articles were analysed and the clusters that emerged from the analysis were as follows: academics’ competences; approaches; actors and strategies; and research findings on implementation. The results point to a real focus on the topic of AD to promote digital competences, but it seems that the area of TEA academic development models and practices is under-researched and therefore requires future investigation.
The analysis of UK experts’ interviews highlighted the importance of creating a culture of TEA processes via conferences to share and celebrate academics’ practices, dedicated workshops, communities of practice, customised resources and key shared principles. It seems important to introduce a holistic multilevel model balancing tailored actions for academics with specific strategic institutional strategies.

6. Scientific or scholarly significance of the study or work
Possible limitations could be connected to the fact that good practices found in the UK by expert interviews will require adaptation to the Italian and local context in order to draft useful key principles. However, thanks to the research findings, academic developers and educational technology researchers could become more aware of existing actions, programmes and models related to supporting university teachers' digital competences development on assessment and feedback. Furthermore, institutions and practitioners could support the implementation of academic development actions focused on TEA approaches.

Authors

• Federica Picasso, University of Trento

• Anna Serbati, University of Trento

• Paola Venuti, University of Trento