|
If you are seeing this message, you may be experiencing temporary network problems. Please wait a few minutes and refresh the page. If the problem persists, you may wish to report it to your local Network Manager.
It is also possible that your web browser is not configured or not able to display style sheets. In this case, although the visual presentation will be degraded, the site should continue to be functional. We recommend using the latest version of Microsoft or Mozilla web browser to help minimise these problems.
Wiley InterScience | |||
  Journal of Computer Assisted LearningVolume 17 Issue 3, Pages 227 - 234 Published Online: 20 Dec 2001 © 2010 Blackwell Publishing Ltd
Abstract | References | Full Text: HTML, PDF (Size: 124K) | Related Articles | Citation Tracking  Perspectives on the relationships between ICT and assessment Copyright Blackwell Science Ltd KEYWORDS Assessment • IT-use • Knowledge building • Learning outcomes • Practice • Policy • School ABSTRACTAbstract There are at least three perspectives on ICT in schools which influence policy and practice. This paper considers the relationship between each of these perspectives: as a tool, as learning support and as revolutionary agent, and the relationship of each to assessment. It proposes that ultimately what determines the role ICT plays in school-based learning depends on the value attributed to learning outcomes. While national assessments continue to reward specified content knowledge above knowledge building abilities, the use of ICT will continue to cause tensions in the classroom. Accepted 14 May 2001 | 
|
