Supporting validity: steps to contextualise applications for technology and assessment, for learning
Abstract
In the paper, the authors offer perspectives on the uses of technology and assessment, that support learning. The perspectives are viewed through validity (from the field of assessment) as a framework and they discuss four aspects of an interconnected technology, learning and assessment space that represent theory informed, authentic practice. The four are: 1) integrated coherence for learning, assessment and technology; 2) responsibilities for equity, diversity, inclusion and wellbeing; 3) sustainability; and 4) balancing resources in global contexts. The authors propose steps and considerations for medical and health professions educators who need to contextualise applications for technology, learning and assessment, for positive impact for learners, faculty, institutions and patient care.Citation
Kemp S, Goddard VCT, Boursicot K, Fuller R, Nadarajah VD. Supporting validity: steps to contextualise applications for technology and assessment, for learning. MedEdPublish (2016). 2023;13:37. PubMed PMID: 37868340. Pubmed Central PMCID: PMC10587818. Epub 2023/10/23. eng.Journal
Mededpublish (2016)DOI
10.12688/mep.19688.1PubMed ID
37868340Type
Articleae974a485f413a2113503eed53cd6c53
10.12688/mep.19688.1