You can view the full text of this article for free using the link below.

Title: Impact of technology-enabled project-based assessments on learner outcomes in higher education

Authors: Chee Kin Boey; Sowmya Sathish; Soo Nghee Aubrey Koh

Addresses: Temasek Polytechnic, 21 Tampines Ave 1, 529757, Singapore ' Temasek Polytechnic, 21 Tampines Ave 1, 529757, Singapore ' Temasek Polytechnic, 21 Tampines Ave 1, 529757, Singapore

Abstract: The classroom based applied-research explores a shift towards technology-enabled formative and summative project-based assessments as a replacement to campus-based assessments conducted in the context of polytechnics in Singapore. The investigation focuses how the integration of technology contributes to the development of attributes or learner profiles suitable for workplace and real-world performance while meeting the skill-based learning outcomes. Two scenarios have been addressed: student-generated video creation as summative assessment for full-time pre-employment training (PET) students and the application of student response system (SRS) for case-based formative tasks using a shared digital wall for part-time continuing education and training (CET) students who are adult learners. The qualitative study uses a hermeneutic phenomenology coupled with a quantitative survey to ensure valid interpretation of student feedback. While video-enabled summative assessment helped develop transferable soft-skills amongst tertiary students, the application of a shared SRS revealed higher intrinsic motivation towards life-long learning among adult learners.

Keywords: technology-enabled assessment; project-based assessment; formative assessment; student-generated video creation; student-response system; SRS; project-based learning; PBL; learner outcomes; intangible learning outcomes; desired graduate profile; student profile; lifelong learning.

DOI: 10.1504/IJMLO.2023.128354

International Journal of Mobile Learning and Organisation, 2023 Vol.17 No.1/2, pp.131 - 148

Received: 14 Mar 2021
Accepted: 20 Aug 2021

Published online: 18 Jan 2023 *

Full-text access for editors Full-text access for subscribers Free access Comment on this article