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Appears in Collections:Faculty of Social Sciences Research Reports
Title: A Systematic Review of the Impact on Students and Teachers of the Use of ICT for Assessment of Creative and Critical Thinking Skills
Author(s): Harlen, Wynne
Crick, Ruth Deakin
Black, Paul
Broadfoot, Patricia
Daugherty, Richard
Gardner, John
James, Mary
Stobart, Gordon
Wiliam, Dylan
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Citation: Harlen W, Crick RD, Black P, Broadfoot P, Daugherty R, Gardner J, James M, Stobart G & Wiliam D (2003) A Systematic Review of the Impact on Students and Teachers of the Use of ICT for Assessment of Creative and Critical Thinking Skills. EPPI-Centre, University of London.
Issue Date: Jul-2003
Publisher: EPPI-Centre, University of London
Abstract: First paragraph: The review reported here was prompted by the rapid changes associated with the ‘information age’. New technologies have created both the need for education to provide students with what are described as ‘higher level thinking skills’ and the opportunity to teach and assess these skills. There is also evidence from two previous reviews of assessment (Harlen and Deakin Crick, 2002; Black and Wiliam, 1998) that, on the one hand, what is assessed for summative purposes is what is valued in the curriculum, and, on the other hand, that formative assessment of what is taught leads to improved learning. It follows that, if valued goals of education are to be taught effectively, they need to be assessed effectively for both formative and summative purposes. The reported neglect of creative and critical thinking in assessment (Harlen and Deakin Crick, 2000) is therefore a cause for concern, given the prominence it is accorded in current discussion of the education that students need in preparation for life in a rapidly changing society and for life long learning.
Type: Research Report
Rights: Authors of the systematic reviews on the EPPI-Centre Website ( hold the copyright for the text of their reviews. The EPPICentre owns the copyright for all material on the Website it has developed, including the contents of the databases, manuals, and keywording and data-extraction systems. The Centre and authors give permission for users of the report to display and print the contents of the report for their own non-commercial use, providing that the materials are not modified, copyright and other proprietary notices contained in the materials are retained, and the source of the material is cited clearly following the citation details provided. Otherwise users are not permitted to duplicate, reproduce, re-publish, distribute, or store material from this Website without express written permission.
Affiliation: University of Bristol
University of Bristol
King's College London
University of Bristol
Aberystwyth University
Faculty of Social Sciences
University of Cambridge
University of London
King's College London

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