Keywords
Information and Communication Technologies
ICT
Assessment
21st Century Skills
Systematized Literature Review
How to Cite
Abstract
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.References
Aesaert, K., Voogt, J., Kuiper, E., & van Braak, J. (2017). Accuracy and bias of ICT self-efficacy: An empirical study into students’ over- and underestimation of their ICT competences. Computers in Human Behavior, 75, 92–102. https://doi.org/10.1016/j.chb.2017.05.010
Anderson, R. E. (2008). Implications of the Information and Knowledge Society for Education. International Handbook of Information Technology in Primary and Secondary Education, 5–22. https://doi.org/10.1007/978-0-387-73315-9_1
Ajuwon, G. A., Kamau, N., Kinyengyere, A., & Muziringa, M. (2017). Consumer Health Information Literacy Promotion Program in Public and Community Libraries in Africa: Experience from Kenya, Nigeria, Uganda, and Zimbabwe. Journal of Consumer Health on the Internet, 21(4), 350–368. https://doi.org/10.1080/15398285.2017.1376180
Akinyemi, F. O. (2016). Technology use in Rwandan secondary schools: An assessment of teachers attitudes towards geographic information systems (GIS). International Research in Geographical and Environmental Education, 25(1), 20–35. https://doi.org/10.1080/10382046.2015.1106848
Bennett, R. E. (2009). Inexorable and inevitable: The continuing story of technology and assessment. Journal of Technology, Learning, and Assessment, 1(1), 1–24.
Bhagat, K. K., Liou, W. K., Michael Spector, J., & Chang, C. Y. (2019). To use augmented reality or not in formative assessment: a comparative study. Interactive Learning Environments, 27(5–6), 830–840. https://doi.org/10.1080/10494820.2018.1489857
Bolaños, F., Salinas, A., & Pilerot. (NA). Techniques and tools used to develop digital abilities within classrooms: a literature review. Recuperado en Noviembre de 2020
Butler, P. (2006). A Review Of The Literature On Portfolios And Electronic Portfolios. Techreport, May 2014, 1–23. http://www.elearnspace.org/blog/2006/12/13/a-review-of-the-literature-on-portfolios-and-electronic-portfolios/
Castells, M. (2010). Reseña: La Sociedad red: una visión global por Manuel Castells. Enl@ce: Revista Venezolana de Información, Tecnología y Conocimiento, 1, 139–141. http://ccuc.cbuc.cat/record=b3600252~S23*cat
Care, E., Griffin, P., Hesse, F., Buder, J., Sassenberg, K., Wilson, M., … Zoanetti, N. (2015). Assessment and Teaching of 21st Century Skills. Methods and Approach. In P. Griffin & E. Care (Eds.)
Centeno, M. C. E., Franco, M. D. G., & Hueros, A. M. D. (2017). Design of an online multimedia resource based on Multiple Intelligences. Campus Virtuales, 6(1), 51–65.
Claro, M., Preiss, D. D., San Martín, E., Jara, I., Hinostroza, J. E., Valenzuela, S., Cortes, F., & Nussbaum, M. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers and Education, 59(3), 1042–1053. https://doi.org/10.1016/j.compedu.2012.04.004
Cuban, L. (2001). Oversold and Underused: Computers in the Classroom.
Dunn, L., Morgan, C., O’Reilly, M., & Parry, S. (2003). The Student Assessment Handbook. In The Student Assessment Handbook. https://doi.org/10.4324/9780203416518
Espigares-Pinazo, M. J., Bautista-Vallejo, J. M., & García-Carmona, M. (2020). Evaluations in the Moodle-Mediated Music Teaching-Learning Environment. Technology, Knowledge and Learning, 0123456789. https://doi.org/10.1007/s10758-020-09468-0
Ferrari, A., Punie, Y., & Bre, B. N. (2013). DIGCOMP : A Framework for Developing and Understanding Digital Competence in Europe . https://doi.org/10.2788/52966
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for Life in a Digital Age. In Preparing for Life in a Digital Age. https://doi.org/10.1007/978-3-319-142227
Frydenberg, M. (2015). Achieving digital literacy through game development: an authentic learning experience. Interactive Technology and Smart Education, 12(4), 256–269. https://doi.org/10.1108/ITSE-08-2015-0022
Frydenberg, M., & Andone, D. (2011). Learning for 21 st Century Skills. International Conference on Information Society, i-Society 2011, 314–318. https://doi.org/10.1109/i-society18435.2011.5978460
Förster, C. & Rojas-Barahona (2018). Criterios de la calidad para la construcción de instrumentos de evaluación. En C. E. Förster, & C. Förster (Ed.), EL PODER DE LA EVALUACIÓN EN EL AULA. Mejores decisiones para promover aprendizajes. Santiago, Chile: Ediciones.uc.cl.
Goosen, L., & Van Heerden, D. (2013). Project-based assessment influencing pass rates of an ICT module at an ODL institution. Proceedings of the International Conference on E-Learning, ICEL, November 2018, 157–164.
Guirao Goris, Silamani J. Adolf. (2015). Utilidad y tipos de revisión de literatura. Ene, 9(2)https://dx.doi.org/10.4321/S1988-348X2015000200002
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
Griffin, P., McGaw, B., & Care, E. (2015). Technological issues for computer-based assessment. In Assessment and teaching of 21st century skills (Vol. 9789400723). https://doi.org/10.1007/978-94-007-2324-5_4
Grubb, N., Lazerson, M. (2004). “Introduction: Believers and Dissenters.” In The Education Gospel: The Economic Power of Schooling. In Journal of Chemical Information and Modeling (Vol. 53, Issue 9).
Hanell, F. (2018). What is the “problem” that digital competence in Swedish teacher education is meant to solve? Nordic Journal of Digital Literacy, 13(3), 137–151. https://doi.org/10.18261/issn.1891-943x-2018-03-02
Hepplestone, S., Holden, G., Irwin, B., Parkin, H. J., & Thorpe, L. (2011). Using technology to encourage student engagement with feedback: A literature review. ALT-J: Research in Learning Technology, 19(2), 117–127. https://doi.org/10.1080/21567069.2011.586677
Hernández-González, V., Sans-Rosell, ;, Jové-Deltell, ;, & Reverter-Masia, &. (2016). Comparación entre Web of Science y Scopus, Estudio Bibliométrico de las Revistas de Anatomía y Morfología Comparison between Web of Science and Scopus, Bibliometric Study of Anatomy and Morphology Journals. Int. J. Morphol, 34(4), 1369–1377. http://ip-science.thomsonreuters.com
Júdex-Orcasitas, J. J., Borjas, M. P., & Torres Saldaña, E. S. (2019). Evaluación de las habilidades del pensamiento crítico con la mediación de las TIC, en contextos de educación media. Reidocrea, 8(1), 21–34.
Jun, S. J., Han, S. G., Kim, H. C., & Lee, W. G. (2014). Assessing the computational literacy of elementary students on a national level in Korea. Educational Assessment, Evaluation and Accountability, 26(4), 319–332. https://doi.org/10.1007/s11092-013-9185-7
Kitchenham, B. (2017). Procedures for Performing Systematic Reviews. Annals of Saudi Medicine, 37(1), 79–83. https://doi.org/10.5144/0256-4947.2017.79
Lather, P. (2006). Paradigm proliferation as a good thing to think with: teaching research in education as a wild profusion. International Journal of Qualitative Studies in Education, 19(1), 35-57.
Lazonder, A. W., Walraven, A., Gijlers, H., & Janssen, N. (2020). Longitudinal assessment of digital literacy in children: Findings from a large Dutch single-school study. Computers and Education, 143(February 2019), 103681. https://doi.org/10.1016/j.compedu.2019.103681
Lemke, C. (2002). enGauge 21st Century skills: Digital literacies for a digital age. North Central Regional Educational Laboratory, 3(1), 1–32.
Lincoln, Y., Lynham, S., & Guba, E. (2017). Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited. In N. Denzin & Y. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (5th ed., pp. 213-263): SAGE.
Martínez-Olvera, W., & Esquivel-Gámez, I. (2018). Using the flipped learning model in a public high school. Revista de Educacion a Distancia, 58. https://doi.org/10.6018/red/58/11
Ministerio de Educación de Chile (Mineduc). (2013a). Matriz de Habilidades TIC para el Aprendizaje. Enlaces. Centro de Educación y Tecnología., 62. http://www.enlaces.cl/sobre-enlaces/habilidades-tic-en-estudiantes/
McCormick, R. (2004). ICT and pupil assessment. Curriculum Journal, 15(2), 115–137. https://doi.org/10.1080/0958517042000226793
Moreno, S. S. De. (2002). La evaluación del aprendizaje: dimensiones y prácticas innovadoras. Educere, 6(19), 247–257.
Moreno Romero, L. L., & Rochera Villach, M. J. (2015). Congruencias y discrepancias entre concepciones y prácticas evaluativas con uso de TIC. Perspectiva Educacional, 54(2), 126–149. https://doi.org/10.4151/07189729-vol.54-iss.2-art.354
Nájera, A., Santos, F., Hoz, M. De, Bernal, A., & Cristina, M. (2015). próxima zona.
Nivala, M. (2009). Simple answers for complex problems: Education and ICT in Finnish information society strategies. Media, Culture and Society, 31(3), 433–448. https://doi.org/10.1177/0163443709102715
P21 Framework for 21st century learning. (2007). Framework for 21st century learning. P21 Partnership for 21st Century Learning, 2. http://www.p21.org/our-work/p21-framework
Palomino, M. del C. P. (2018). Information and communication technologies and inclusive teaching: Perceptions and attitudes of future early childhood and primary education teachers. Problems of Education in the 21st Century, 76(3), 380–392.
Perryman, J., Ball, S. J., Braun, A., & Maguire, M. (2017). Translating policy: governmentality and the reflective teacher. Journal of Education Policy, 32(6), 745–756. https://doi.org/10.1080/02680939.2017.1309072
Redecker, C., & Johannessen, Ø. (2013). Changing Assessment - Towards a New Assessment Paradigm Using ICT. European Journal of Education, 48(1), 79–96. https://doi.org/10.1111/ejed.12018
Ridgway, J., Mccusker, S., Pead, D., Ridgway, J., Mccusker, S., Pead, D., Review, L., & Nesta, E. A. (2007). Literature Review of E-assessment Literature Review of E-assessment. Bristol, 44(February), 1–52. http://www.worldclassarena.net/doc/file14.pdf
Rychen, D., & Salganik, L. 2002. Definition and Selection of Competences (DeSeCo): Theoretical and Conceptual Foundations, Strategy Paper. Organisation for Economic Co-operation and Development
Shepard, L. A. (2006). Classroom Assessment. En L. A. Shepard, & R. L. Brennan (Ed.), Classroom Assessment to Support Teaching and Learning (4ta ed., págs. 623-646.). Colorado, Estados Unidos: Greenwood Publishing Group Inc. Westport CT.
Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829–845. https://doi.org/10.14742/ajet.934
Shirley, M. L., & Irving, K. E. (2015). Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice. Journal of Science Education and Technology, 24(1), 56–68. https://doi.org/10.1007/s10956-014-9520-x
Smolyaninova, O., & Bezyzvestnykh, E. (2019). Implementing teachers’ training technologies at a Federal University: E-portfolio, digital laboratory, PROLog module system. International Journal of Online and Biomedical Engineering, 15(4), 69–87. https://doi.org/10.3991/ijoe.v15i04.9288
Su, C. Y., & Wang, T. I. (2010). Construction and analysis of educational assessments using knowledge maps with weight appraisal of concepts. Computers and Education, 55(3), 1300–1311. https://doi.org/10.1016/j.compedu.2010.05.027
Tan, J. P.-L., Chan, E. K., Chan, M., Hung, D., & Costes-Onishi, P. (2017). Advancing 21st Century Competencies in Singapore. February, 6. http://asiasociety.org/files/21st-century-competencies-south-korea.pdf
Tejada, J. (1999). La evaluación_conceptualización (Tejada 1999).pdf.
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
Web of Science. (2019). Factor Impacto Web of Science. Obtenido de https://uandes.libguides.com/c.php?g=847044
Weinerth, K., Koenig, V., Brunner, M., & Martin, R. (2014). Concept maps: A useful and usable tool for computer-based knowledge assessment? A literature review with a focus on usability. Computers and Education, 78(2014), 201–209. https://doi.org/10.1016/j.compedu.2014.06.002
Welsh, M. (2012). Student perceptions of using the PebblePad e-portfolio system to support self- and peer-based formative assessment. Technology, Pedagogy and Education, 21(1), 57–83. https://doi.org/10.1080/1475939X.2012.659884
Zepeda, A. S. (2018). El fin justifica los medios: intencionalidades de la evaluación. En C. E. Förster (Ed.), El poder de la evaluación en el aula: Mejores decisiones para promover aprendizajes. Santiago, Chile.
Zepeda Aguirre, S., & Förster, C. (2018). Planificando integradamente la enseñanza y la evaluación. En C. E. Förster, & C. Förster (Ed.), EL PODER DE LA EVALUACIÓN EN EL AULA. Mejores decisiones para promover aprendizajes. (pág. 75). Santiago, Chile: Ediciones.uc.cl.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2022 Praxis