RQ1. What role does ICT play in the assessment practices of EL teachers in Singapore secondary schools?
RQ2. How do they balance formative and summative e-assessment in the classroom?
RQ3. What are the factors that enable and inhibit their use of formative e-assessment?
To be considered:
- Refocus on digital writing instead (because e-assessment difficult to rationalise for research).
- Rationalise digital writing research from literacy practices perspective, 21st c edtech development in last 5 years
- Literacies and assessment as social practices, not skills
- Challenges to construct of writing.
- Instead of including formative/summative in RQ, refer to them simply as practices.
- Grounded Theory -- Lincoln and Guba (1984)?
- Theory of Planned Behaviour TPB -- Azjen (social psychologist)
- Innovation Theory as an orientating theory (?) to start with
- Paul Gruba on e-assessment and blended learning