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.
|Title of host publication||Routledge international handbook of schools and schooling in Asia|
|Editors||Kerry J. KENNEDY, John Chi-Kin LEE|
|Place of Publication||New York|
|Publication status||Published - 2018|