Emerging Web 2.0 technologies have frequently been touted as having the potential to transform learning and assessment, with their capacity to capture the processes and not just products of collaboration and creativity. While the literature is optimistic, questions emerge about the impact these tools have had on academic practice and the extent to which they have been able to rise to this challenge of changing assessment strategies and processes in universities. This paper reports the findings from a survey of unit convenors in an Australian university, which explored how technologies were used to support assessment. The results suggest that while uptake of technologies for assessment may slowly be rising, the uses are frequently limited to assessing students’ ability to understand or apply concepts or procedures. The potential of technologies to support assessment of the all-important higher order learning outcomes such as evaluation, creation and metacognition is still largely left untapped. For many of the technologies, the results suggest that rather than transformative tools, their uses are predominantly limited to perpetuating traditional practices.
Copyright 2010 Margot McNeill, Maree Gosper & John Hedberg. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.