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|Assisting learning in e-assessment: A closer look at educational supports
|Lafuente Martínez, Marc
Remesal Ortiz, Ana
Álvarez Valdivia, Ibis Marlene
|Psicologia de l'aprenentatge
Psychology of learning
|Taylor and Francis
|his study analyses the educational support offered through information and communication technology during formative assessment in two different cases in higher education. We analysed one blended and one virtual case from two different universities. The study aimed at identifying specific patterns of educational support intended to foster two interaction processes: (1) the promotion of greater autonomy in the students and (2) the construction of more appropriate meanings by them. The analysis showed that these two processes were achieved with different attainment levels in each of the two study cases. Specific patterns of support mediated by technology were found underlying these different results. This led us to identify 'suitable' and 'undesirable' patterns of support in e-assessment practices.
|Versió postprint del document publicat a: https://doi.org/10.1080/02602938.2013.848835
|It is part of:
|Assessment & Evaluation In Higher Education, 2013, vol. 39, num. 4, p. 443-460
|Appears in Collections:
|Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)
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