Digital storytelling as an assessment tool in the primary school English language classrooms: Potentials & challenges

In the recent years, there has been a shift from traditional methods of classroom assessment to more flexible, alternative assessment formats that measure higher level thought processes (e.g., critical thinking), range of skills, and capabilities. Most assessment methods fulfil two assessment purposes - assessment of learning (summative assessment) and/or assessment for learning (formative assessment). The main distinction between these methods is that the former determines the status of learning and the latter aims to promote greater learning. This case study research outlines the issues on the fitness of purpose, validity, reliability, and equity in the use of digital storytelling approach as an alternative assessment for the lower primary pupils (i.e. aged 7 and 8) in an ICT-enriched learning environment. The findings imply the importance of a change in the epistemology of the teachers to focus on assessment to enhance pupils' learning than just a status check. It also calls for better planning, communication, and training among teachers. In addition, a balance of summative and formative approach of assessment might be necessary in a highly structured and efficient educational system that focuses on high-stake summative assessments. Copyright © 2009 by Asia-Pacific Society for Computers in Education (APSCE).