Formative e-Assessment

Here are the three main issues that emerge for me from the literature review:

1. How best to overcome tensions associated with e-assessment being driven by state-of-the-art technological know-how rather than sound pedagogy?
2. To what extent does the teacher intervene as actor and how much do materials and tasks created by her foster self-regulation, i.e. fine-tuning by the student? Attendant questions: The role of the ‘social turn’ in formative e-assessment versus the importance of a focus on task rather than self? How do we best provide opportunities for students to ‘talk the talk’ (Webb and Cox, 2007)?
3. E-assessment (formative and summative) should not be viewed as separate in terms of technical tools and standards but integrated into the tools used for teaching and learning. Attendant questions: How to ensure appropriacy and authenticity of tasks/process etc (what and how), e.g. through the inclusion of multimodal artefacts? How to ensure motive, opportunity and means (Shute, 2008) as integral part of the learning process? How to ensure ‘multitrait-multimethod’ (Anderson et al, 1975) approaches as an integral part of teaching and learning?

Norbert