Understanding Technology and Assessment

Is it possible to quantify the role of technology in raising standards?

'So rather than thinking about the technology itself, think about the strategy, teaching and learning strategy, the feedback strategy, and how the technology accelerates that feedback.And there you can see that up to seven months progress is so powerful for pupils and so it's accelerating the teaching and learning strategy rather than just being technology for technology's sake'

Shareen Wilkinson (Director of Teaching and Learning, LEO Academy Trust) Leo PedTech 18

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The role of technology across the curriculum in preparation for formal assessment

'We've completely flipped it on its head now and what happens is the young people represent the different places of worship within Minecraft. The RE team aren't experts around using Minecraft as a platform, but as long as they clearly define the outcomes and the boundaries for which those young people are working within, those young people are free to flourish and represent themselves in that Minecraft world and those places of worship. '

Paul Edge (Deputy Headteacher, Ribblesdale School) PedTech Rib 1

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Is using technology a form of cheating by the learner?

'One of the big problems if we're talking about inclusive technology or using it for access is that people say it's cheating. And I hear this time and time again. It's not the same, it's not fair, it's easier for him. You have to challenge it every time you hear it, because learning is learning. Learning is tough whichever way you do it. That's just the way of the world.'

John Galloway (Inclusion Consultant) & Carol Allen (Education Advisor for IT and Inclusion)

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Research papers linked to quotes above:

- Education Endowment Foundation (2021) Metacognition and self-regulated learning.

- Cambridge Assessment (2022) What is assessment for learning?

- Aubrey-Smith, F., (2022) Purple Mash: The Evidence and The Impact [in publication - due Oct/Nov 2022]

- National Foundation for Educational Research (2022) Brushing up on Assessment for Learning

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