Activity theory

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Mixing research methods to gain insights into situated learning interactions using Activity Theory

By Martin Johnson. Research Division. Cambridge Assessment / ARD

This research project explores professional senior examiners’ emerging practices when feeding back to examiners under their supervision in a new technological environment. Activity theory is used to explore feedback communication mode choices.

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This article forms part of our Research Matters series of publications covering evidence based educational research from Cambridge Assessment, a department of Cambridge University.

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Research Matters

Research Matters 28: Autumn 2019

Research Matters is our free biannual publication which allows us to share our assessment research, in a range of fields, with the wider assessment community.