Charteris, Jennifer

Quinn, Frances

Parkes, Mitchell

Fletcher, Peter

Reyes, Vicente

2016

This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around individual and collective notions of AfL in online settings (e-AfL). We argue that e-AfL practices that emphasise performativity and are used primarily for technicist purposes impoverish their potential to promote learning. We explore the existential notion that e-AfL can transcend formulaic and procedural interpretations of formative assessment in higher education. Rich, divergent approaches to e-AfL can support students in higher education courses to develop their funds of identity, thereby enhancing learner reflexivity and agency.

Australasian Journal of Educational Technology, 32(3), p. 112-122

1449-5554

1449-3098

https://hdl.handle.net/1959.11/19297

en

Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)

e-Assessment for learning and performativity in higher education: A case for existential learning

Journal Article

Publication