Using social media for assessment purposes: Practices and future directions
The use of social media across the world is rapidly increasing, and schools are advancing its use for learning, teaching, and assessment activities. Despite growing evidence for their accessibility and affordances for educational purposes, very little attention has been paid to their use in assessme...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-01-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1075818/full |
| _version_ | 1828061554320343040 |
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| author | Dennis Alonzo Cherry Zin Oo Wendi Wijarwadi Caitlin Hannigan |
| author_facet | Dennis Alonzo Cherry Zin Oo Wendi Wijarwadi Caitlin Hannigan |
| author_sort | Dennis Alonzo |
| collection | DOAJ |
| description | The use of social media across the world is rapidly increasing, and schools are advancing its use for learning, teaching, and assessment activities. Despite growing evidence for their accessibility and affordances for educational purposes, very little attention has been paid to their use in assessment. Using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA), this paper is an initial step to explore how social media have been used and reported in the literature, and describe some key challenges. A total of 167 articles were initially accessed from three databases, but only 17 were relevant after applying the exclusion criteria. Results show that the most dominant social media used in assessment are Facebook and Twitter. Also, the assessment practices are limited to sending and discussing assessment tasks, following up on progress, giving feedback, and engaging in self and peer assessment. Key issues include the trustworthiness of the assessment process and outputs, limited features of social media platforms, technical support, time commitment between teachers and students, and intersections of social and academic engagements. We discuss the implications of these findings with the critical gaps in the theorisation of using social media for assessment purposes. |
| first_indexed | 2024-04-10T22:17:05Z |
| format | Article |
| id | doaj.art-084cdcabb44d4ee79711c035b765d045 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-10T22:17:05Z |
| publishDate | 2023-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-084cdcabb44d4ee79711c035b765d0452023-01-18T07:22:19ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-01-011310.3389/fpsyg.2022.10758181075818Using social media for assessment purposes: Practices and future directionsDennis Alonzo0Cherry Zin Oo1Wendi Wijarwadi2Caitlin Hannigan3School of Education, University of New South Wales, Kensington, NSW, AustraliaDepartment of Educational Pyschology, Yangon University of Education (YUOE), Yangon, MyanmarDepartment of Educational Management, Faculty of Teaching and Educational Science, Syarif Hidayatullah State Islamic University Jakarta, South Tangerang, IndonesiaSchool of Education, University of New South Wales, Kensington, NSW, AustraliaThe use of social media across the world is rapidly increasing, and schools are advancing its use for learning, teaching, and assessment activities. Despite growing evidence for their accessibility and affordances for educational purposes, very little attention has been paid to their use in assessment. Using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA), this paper is an initial step to explore how social media have been used and reported in the literature, and describe some key challenges. A total of 167 articles were initially accessed from three databases, but only 17 were relevant after applying the exclusion criteria. Results show that the most dominant social media used in assessment are Facebook and Twitter. Also, the assessment practices are limited to sending and discussing assessment tasks, following up on progress, giving feedback, and engaging in self and peer assessment. Key issues include the trustworthiness of the assessment process and outputs, limited features of social media platforms, technical support, time commitment between teachers and students, and intersections of social and academic engagements. We discuss the implications of these findings with the critical gaps in the theorisation of using social media for assessment purposes.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1075818/fullsocial mediaassessmentschoolslearningteaching |
| spellingShingle | Dennis Alonzo Cherry Zin Oo Wendi Wijarwadi Caitlin Hannigan Using social media for assessment purposes: Practices and future directions Frontiers in Psychology social media assessment schools learning teaching |
| title | Using social media for assessment purposes: Practices and future directions |
| title_full | Using social media for assessment purposes: Practices and future directions |
| title_fullStr | Using social media for assessment purposes: Practices and future directions |
| title_full_unstemmed | Using social media for assessment purposes: Practices and future directions |
| title_short | Using social media for assessment purposes: Practices and future directions |
| title_sort | using social media for assessment purposes practices and future directions |
| topic | social media assessment schools learning teaching |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1075818/full |
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