XXX CANCELLED Developing and Implementing an e-Assessment Learning Solution in European Schools: Key Findings from the DALDIS Project

Assessment plays a crucial role in education and a focus on assessment in general can improve teaching (Guskey, 2003). While education has traditionally prioritised summative assessment or Assessment of Learning, increasingly formative assessment (FA) or Assessment for Learning (AFL) is attracting more attention, given its potential to improve the quality of learning and to raise standards of attainment for pupils of all ages, in all settings and contexts (Black and William, 2009, 2018;).  While at a theoretical and pedagogical level an abundance of research on formative assessment has been conducted, there is a paucity of research on how digital technology can be used to enhance formative assessment in everyday teaching and learning. 

It is against this backdrop that the DALDIS (Digital Assessment for Learning informed by Data to motivate and incentivise students) AFL project emerged. Funded by Erasmus+ (2019-2022) DALDIS is testing and researching the application of AFL methodology using technology in schools in 5 European countries (Poland, Turkey, Greece, Ireland and Denmark). Aimed at 12-15 year olds, the main project focus is on AFL in the context of Science and Modern Foreign language Learning (MFL). The backbone of the project is the JCQuest (www.jcquest.ie) platform developed by one of the Irish project partners. Using a mixed methods approach involving system generated learning analytics data, surveys, research interviews and focus groups, this presentation will discuss the key project research findings in the wider context of Assessment for Learning focussing specifically on how well students and teachers engaged with the platform and how it benefited learning and assessment. field in education.