Supporting validity: steps to contextualise applications for technology and assessment, for learning.

Kemp, Sandra ORCID: 0000-0002-1689-0541, Goddard, Viktoria CT ORCID: 0000-0003-1967-6126, Boursicot, Katharine, Fuller, Richard ORCID: 0000-0001-7965-4864 and Nadarajah, Vishna Devi (2023) Supporting validity: steps to contextualise applications for technology and assessment, for learning. MedEdPublish (2016), 13. 37-.

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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.

Item Type:	Article
Uncontrolled Keywords:	assessment, equity, learning, sustainability, technology, validity
Divisions:	Faculty of Health and Life Sciences Faculty of Health and Life Sciences > Institute of Life Courses and Medical Sciences Faculty of Health and Life Sciences > Institute of Life Courses and Medical Sciences > School of Medicine
Depositing User:	Symplectic Admin
Date Deposited:	20 Jun 2023 07:34
Last Modified:	22 Nov 2023 10:31
DOI:	10.12688/mep.19688.1
Related URLs:	Author Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3171106