[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597613-105":59,"doc-detail-597613-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","digitizing-practical-production-work-for-high-stakes-assessments-digital-technologies-for-summative-assessment","Digitizing practical production work for high-stakes assessments - Digital technologies for summative assessment","","High-stakes external assessment for practical courses creates challenges that affect scoring manageability, validity, and reliability. Digital technologies offer alternative assessment approaches that can mitigate these issues. The paper reports a study examining whether students can create and submit digital representations of practical production and creative expression for summative high-stakes assessment. It also compares analytical versus comparative pairs scoring to determine which method produces more reliable results, concluding that scoring students’ digital representations is a viable alternative.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/digitizing-practical-production-work-for-high-stakes-assessments-digital-technologies-for-summative-assessment/597613/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/digitizing-practical-production-work-for-high-stakes-assessments-digital-technologies-for-summative-assessment/597613.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problems affect high-stakes external assessment for practical courses?","Question",{"text":112,"@type":113},"High-stakes external assessment is difficult to manage and can compromise the validity and reliability of scoring.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the study investigate regarding digital technologies?",{"text":117,"@type":113},"The study examined creating and submitting digital representations of practical production work and creative expression for summative high-stakes assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the study evaluate scoring reliability?",{"text":121,"@type":113},"It compared analytical scoring with comparative pairs scoring to identify which generated the more reliable scores.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597613,1792210737,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| Volume 40(2) | Spring/printemps 2014 |\n| --- | --- |\n\nDigitizing practical production work for high-­‐stakes assessments La numérisation de travaux pratiques de production pour les évaluations à enjeux élevés  \nC. Paul Newhouse, Edith Cowan University, Western Australia Pina Tarricone, Edith Cowan University, Western Australia  \nAbstract  \nHigh-stakes external assessment for practical courses is fraught with problems impacting on the manageability, validity and reliability of scoring. Alternative approaches to assessment using digital technologies have the potential to address these problems. This paper describes a study that investigated the use of these technologies to create and submit digital representations of practical production work and forms of creative expression for summative high-stakes assessment. The study set out to determine the feasibility of students creating and submitting these digital representations for assessment and to identify which of analytical or comparative pairs scoring generated the more reliable scores. This paper proposes that scoring digital representations of creative practical work submitted by students is a viable alternative to traditional approaches to assessment.  \nKey words: Digital portfolio, practical assessment, comparative pairs scoring, analytical scoring  \nRésumé  \nL’évaluation externe à enjeux élevés dans les cours pratiques se heurte à des problèmes qui serépercutent sur la gestion, la validité et la fiabilité de la notation. Des approches différentes del'évaluation utilisant des technologies numériques ont le potentiel de remédier à ces problèmes. Cet article décrit une étude consacrée à l'utilisation de ces technologies pour créer et soumettre des représentations numériques de travaux pratiques de production et de création pour une évaluation sommative à enjeux élevés. L'étude visait à déterminer si la création de ces représentations numériques par les étudiants et leur soumission pour évaluation étaientréalisables. Elle visait aussi à identifier quel système de notation de groupe, analytique ou comparatif, générait les scores les plus fiables. Cet article soutient que noter les représentations  \nCJLT/RCAT Vol. 40(2)  \nnumériques de travaux pratiques soumis par les étudiants offre un choix viable aux approches traditionnelles d'évaluation.  \nIntroduction  \nIt is readily argued that assessment drives the curriculum and therefore it is important that assessment reflects the intended outcomes or objectives ofthe curriculum (e.g., Stobart, 2008; McGaw, 2006; Clarke-Midura & Dede, 2010) . Assessment is defined as a “judgement which can be justified according to specific weighted set goals, yielding either comparative or numerical ratings”(Taras, 2005, p. 467). The weighted goals described by Taras are matched against specified criteria, which are directly informed by the curriculum. Therefore if it is intended in a course that students learn through practical or creative production work (i.e. the outcome is a tangible artefact as discussed by Dillon and Brown (2006)) then this work should be assessed, because otherwise this work will be devalued by students and teachers (Lin & Dwyer, 2006; McGaw, 2006) . For high-stakes external assessment it is important that the form of assessment reflects the requirements of the practical curriculum. However, there are many well-documented obstacles to assessing practical production work including the logistics and costs of managing the processes (e.g., Madeja, 2004) and the difficulty of providing a fair and reliable judgement of the work (e.g., Brookhart, 2013). These obstacles are presented in the Visual Arts and Design senior secondary courses in Western Australia (W.A.) where bulky and/or delicate work is sent to central examination centres at significant cost, some aspects of the work is not included (e.g., process of producing the art, and the prototype of designed product), and expensive scoring processes (e.g., assessors have to atten","cbCaijCmxh7W5pia","https://ap.wps.com/l/cbCaijCmxh7W5pia","pdf",374497,17,"English","# Abstract\n# Introduction\n## Assessment and curriculum alignment\n## Challenges in practical production assessment\n## Reliability, validity, and comparability\n## Research aim and research questions","[{\"question\":\"What problems affect high-stakes external assessment for practical courses?\",\"answer\":\"High-stakes external assessment is difficult to manage and can compromise the validity and reliability of scoring.\"},{\"question\":\"What did the study investigate regarding digital technologies?\",\"answer\":\"The study examined creating and submitting digital representations of practical production work and creative expression for summative high-stakes assessment.\"},{\"question\":\"How did the study evaluate scoring reliability?\",\"answer\":\"It compared analytical scoring with comparative pairs scoring to identify which generated the more reliable scores.\"}]","Digitizing practical production work for high-stakes assessments - Digital technologies for summative assessment | PDF",1792085344,43]