Formative and Summative Assessment : a cybernetic viewpoint

摘要: In the 1930s and 1940s, less than one percent of Swedish population were in higher education. By beginning 1990s this proportion had reached 2.4%. During 1990s, however, a new economic current flowed A period general stringency brought costs education under scrutiny. Further expansion, therefore, was to be accompanied by reduction unit costs. discourse expansion joined efficiency. end an efficiency based on quality assurance facing difficulties. The educational merits reforms not easily discerned. - or pedagogical emphasis emerged. Quality effectiveness augmented via ‘quality enhancement processes’ ‘mobilising inner resources’ each institution. such thinking development institutional practices that ‘best favour activities’ that, turn, lead long-term outcomes teaching research’. For these reasons, student body entered world start third millennium. traditional students matched non-traditional students. These changes, demographic economic, represented challenge policy-makers practitioners Was it possible ‘mobilise meet students? This thesis focuses responses – use information communication technologies (ICT) as integral part pedagogics Can ICT, become add-in rather add-on particular, but, issue; is, can formative assessment used support for learning. Five papers provide perspectives response; introduction sets scene identifying key ideas hold studies together, reporting projects clarify ideas; clarifying events which governed preparation five papers; and, finally, summarising conclusions arise from my research. landscape learning, like physical landscape, is constantly changing. But are changes superficial? Are they result tools merely till surface learning landscape? Or do contribute shaping knowledge expected society? explores overarching questions. It concludes distinction between ICT remains central organisation formal Sweden.