Technology-enhanced assessment reforms in Asia

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter focuses on the use of technology-enhanced assessment (TEA). It shows that the examples of teachers in Asia using technology at all levels of the substitution, augmentation, modification, redefinition model. The chapter also shows that technology has tremendous potential to transfigure the purpose, design, implementation and outcomes of assessment. Motivating the educational reforms were the rapid changes due to globalisation, the knowledge economy and technological developments. Learning assessment is based on providing learners with guided opportunities and direction for further learning, according to their response patterns during assessments. The classical approach is to target a learning goal and then compare the learners' current status as reflected by their assessments against the desired goal. Assessment is an integral part of instruction. TEA also offers remarkable potential for assessing key concerns of the 21st century, such as collaborative problem solving and language and communication competencies. Copyright © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors.
Original languageEnglish
Title of host publicationRoutledge international handbook of schools and schooling in Asia
EditorsKerry J. KENNEDY, John Chi-Kin LEE
Place of PublicationNew York
PublisherRoutledge
Pages207-212
ISBN (Electronic)9781315694382
ISBN (Print)9781138908499
DOIs
Publication statusPublished - 2018

Fingerprint

technology assessment
reform
learning
knowledge economy
educational reform
technical development
substitution
globalization
instruction
communication
teacher
language

Citation

Mok, M. M. C. (2018). Technology-enhanced assessment reforms in Asia. In K. J. Kennedy & J. C.-K. Lee (Eds.), Routledge international handbook of schools and schooling in Asia (pp. 207-212). New York: Routledge.