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As an extensive body of research demonstrates, Assessment for Learning (AfL) practices can have a significant impact on student achievement in the schooling sector and over the last decade these practices have gained currency in higher education settings. Digital technologies are increasingly being embedded into university programmes, therefore it is important that the issue of quality learning as socio-political engagement in online higher education settings be carefully examined. In this article the authors, a group of pre-service teacher educators who work with students undertaking initial teacher training, explore key discourses that underpin the application of AfL in higher education digital contexts - eAfL (e-Assessment for Learning). In particular, we critique discourses of 'learnification', 'responsibilisation' and 'performativity' in relation to eAfL. We pose possibilities to be considered for the development of robust practices that promote agency and engage with students' funds of knowledge, as the socially and culturally located knowledge, skills and dispositions that learners bring to higher education contexts. |
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