Use of information and communication technologies for classroom assessment a systematized literature review

被引:0
|
作者
Chanta Jimenez, Sara [1 ]
机构
[1] Pontificia Univ Catolica Chile, Fac Educ, Av Vicuna Mackenna 4860, Santiago 4860, Chile
来源
PRAXIS-COLOMBIA | 2022年 / 18卷 / 02期
关键词
Academic Research; Information and Communication Technologies (ICT); Assessment; 21st Century Skills; Systematized Literature Review; FORMATIVE ASSESSMENT; E-PORTFOLIO; ICT; EDUCATION; STUDENTS; SKILLS; PERCEPTIONS; ATTITUDES; DESIGN; MODULE;
D O I
10.21676/23897856.4007
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Information and Communication Technologies (ICT), for education and assessment, offer outstanding possibilities. ICTs in assessment have the potential to modify both the way assessment has been done and what can be assessed. Research that explores the use of ICT for assessment during the habitual routine of in-class activities is an underexplored area. Therefore, the main objective of this study was to explore what academic research has said about the use of ICT for assessment during the habitual routine of in-class activities and whether they are used to modify the what or the how. Using Web of Science, all collections, a systematized literature review was conducted. By means of a search code, 174 texts were found. By means of applying inclusion and exclusion criteria, only 12 of these contributed to the objective of this study. Results indicate that there is a scarcity of research that explores the use of ICT for assessment during the habitual routine of in-class activities. Added, modifying the what of assessment is an area that is stressed to be important for both public policy and in-service teachers.
引用
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页码:1 / 23
页数:23
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