dc.contributor.author
Lafuente Martínez, Marc
dc.contributor.author
Remesal Ortiz, Ana
dc.contributor.author
Álvarez Valdivia, Ibis Marlene
dc.date.issued
2020-03-26T15:24:09Z
dc.date.issued
2020-03-26T15:24:09Z
dc.date.issued
2013-10-24
dc.date.issued
2020-03-26T15:24:10Z
dc.identifier
https://hdl.handle.net/2445/154101
dc.description.abstract
his study analyses the educational support offered through information and communication technology during formative assessment in two different cases in higher education. We analysed one blended and one virtual case from two different universities. The study aimed at identifying specific patterns of educational support intended to foster two interaction processes: (1) the promotion of greater autonomy in the students and (2) the construction of more appropriate meanings by them. The analysis showed that these two processes were achieved with different attainment levels in each of the two study cases. Specific patterns of support mediated by technology were found underlying these different results. This led us to identify 'suitable' and 'undesirable' patterns of support in e-assessment practices.
dc.format
application/pdf
dc.publisher
Taylor and Francis
dc.relation
Versió postprint del document publicat a: https://doi.org/10.1080/02602938.2013.848835
dc.relation
Assessment & Evaluation In Higher Education, 2013, vol. 39, num. 4, p. 443-460
dc.relation
https://doi.org/10.1080/02602938.2013.848835
dc.rights
(c) Taylor and Francis, 2013
dc.rights
info:eu-repo/semantics/openAccess
dc.source
Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)
dc.subject
Psicologia de l'aprenentatge
dc.subject
Educació superior
dc.subject
Psychology of learning
dc.subject
Higher education
dc.title
Assisting learning in e-assessment: A closer look at educational supports
dc.type
info:eu-repo/semantics/article
dc.type
info:eu-repo/semantics/acceptedVersion
