The project aimed to develop a domain map for formative e-assessment based on a brief review of relevant literature in the field of formative assessment and e-assessment as well as an analysis of aspects of prevailing assessment practice in technology-enhanced post-16 contexts nationally.
This article responds to a generation of techno-criticism in education. It contains a review of the key themes of that criticism. The context of previous efforts to reform education reframes that criticism. Within that context, the question is raised about what schools need to look and be like in order to take advantage of laptop computers and other technology. In doing so, the article presents a vision for self-organizing schools.
Putting Educational Innovations Into Practice
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