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Title: Students' perceptions of learning through assessment for learning and technology
Author: Chan, Kan Kan
ISNI:       0000 0001 3526 7694
Awarding Body: Durham University
Current Institution: Durham University
Date of Award: 2007
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This study investigates the implementation of the concept of assessment for learning in the context of computer education courses in teacher education in Macau. It aims to promote reflection in students' learning with the use of technology. The concept of assessment for learning was infused into the courses taught by the researcher. Opportunities for self-assessment, peer-assessment and constructive feedback were set up for students to examine their own learning through the online technoiogy, of blogging and digital portfolios. One hundred and seventeen teachers and teacher candidates, taking Computer, Applications, Educational Technology and Information Technology in Education experienced a curriculum based on the concept of assessment for learning for a period of thirteen to fourteen weeks. Nineteen of them experienced a longer period of about twenty-seven weeks. Students were requested to reflect on the course content weekly using blogs and the journal content of the blogs serves as the main source for data analysis. In addition, a questionnaire was given to students to seek their v'iew on the use of blogs for reflection and communication purposes. Analysis of data from different sources such as questionnaire, students' journals and their digital learning portfolios show that students do engage in the reflective process. However, the quality of reflection for most students was not deep. Students did make use of the journal to communicate with. the tutor. The communication pattern of students using online environment shows that they support their peers by words of encouragement, affirmation and empathy. Students value the feedback provided by both the tutor and their classmates. Major problems encountered by students are: the requirement to write a weekly journal and knowledge of what constitutes reflective journal content. The study concludes that assessment for learning is a viable approach that can be supported through blog and digital portfolios. However, the successful implementation of the assessment for learning requires the active facilitation of the tutor to engage students in the process of reflection and communication.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available