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Support a Triad-­‐Approach for Student Assessment in Higher Education  \nÉtude des technologies numériques comme appuis à l’évaluation tripartite des étudiants universitaires  \nNorman Vaughan, Mount Royal University  \nAbstract  \nThe purpose of this research study was to investigate if and how digital technologies could be used to support a triad-approach for student assessment in higher education. This triad-approach consisted of self-reflection, peer feedback, and instructor assessment practices in a pre-service teacher education course at a Canadian university. Through online surveys, journal postings, and post-course interviews the study participants indicated that digital technologies could be used to effectively support such a triad-approach only if students were more actively involved in the assessment process and the course instructor placed a greater emphasis on formative assessment practices.  \nRésumé  \nLe but de cette recherche était d’étudier dans quelle mesure les technologies numériquespouvaient être utilisées pour soutenir une approche triadique de l’évaluation des étudiants universitaires. Cette approche tripartite consistait dans l’autoréflexion, la rétroaction par les pairset les pratiques d’évaluation de l’enseignant dans un cours de formation des futurs enseignants au sein d’une université canadienne. À l’aide de sondages en ligne, d’annonces de journaux etd’entrevues post-formation, les participants à l’étude ont indiqué que les technologies numériques pouvaient être utilisées pour soutenir efficacement une telle approche triadique, à condition que les étudiants soient impliqués plus activement dans le processus d’évaluation et que l’enseignant mette davantage l’accent sur les pratiques d’évaluation formative.  \nIntroduction  \nA number of educational researchers have stated that assessment drives approaches to learning in higher education (Biggs, 1998; Hedberg & Corrent-Agostinho, 1999; Herman & Linn, 2013: Marton & Saljo, 1984: Ramsden, 2003; Thistlethwaite, 2006). Entwistle (2000) indicates that the design of the assessment activity and the associated feedback can influence the type of learning  \nCJLT/RCAT Vol. 39(3)  \nthat takes place in a course or program. For example, standardized tests with minimal feedback can lead to memorization and a surface approach to learning while collaborative group projects can encourage dialogue, richer forms of feedback, and deeper modes of learning. The purpose of this research study was to investigate if and how digital technologies could be used to support a triad-approach to assessment in higher education. This triad approach consisted of self-reflection, peer feedback, and instructor assessment practices in a pre-service teacher education course at a Canadian university.  \nThere has been a shift in the way teachers and researchers think about student learning in higher education, over the last two decades. Instead of characterizing learning as an acquisition process based on teacher transmission, it is now more commonly conceptualized as a process of students actively constructing their own knowledge and skills (Barr & Tagg, 1995; DeCorte, 1996; Taber, 2011) . Students interact with subject concepts, transforming and discussing them with others, in order to internalize meaning and make connections with what they already know. Terms like“learning-centered,”which have entered the vocabulary of higher education, are one reflection of this new way of thinking. Even though there is disagreement over the precise definition of a learning-centered approach, the core assumptions are “active engagement in learning and learner responsibility for the management of learning”(Lea, Stephenson & Troy, 2003, p. 323) .  \nDespite this shift in conceptions of teaching and learning, a parallel shift in relation to assessment and feedback has been slower to emerge. In higher education, the assessme","cbCaiujdBBUEaBJz","https://ap.wps.com/l/cbCaiujdBBUEaBJz","pdf",1621553,22,"English","# Introduction\n## Assessment as a driver of learning in higher education\n## Shift toward learning-centered, active construction of knowledge\n## Slower shift in assessment and feedback practices\n## Problems with transmission views of feedback","[{\"question\":\"What assessment model does the study focus on?\",\"answer\":\"It focuses on a triad approach: self-reflection, peer feedback, and instructor assessment practices in higher education.\"},{\"question\":\"How does the study examine the role of digital technologies?\",\"answer\":\"It uses online surveys, journal postings, and post-course interviews to gather participants’ indications about how digital technologies can support the triad approach.\"},{\"question\":\"Under what conditions are digital technologies found to support the triad-approach effectively?\",\"answer\":\"The study indicates effectiveness depends on students being more actively involved and on instructors emphasizing formative assessment practices more strongly.\"}]","Investigating How Digital Technologies Can Support a Triad-Approach for Student Assessment in Higher Education | PDF",1792085329,55]