Research in Distance Education:
from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Wayne Morrison
External Laws Programme
The document discusses using short written responses to engage and assess students. It provides examples of short questions used in a Master of Education class to elicit student responses during and after class. Benefits included preparing students for future lessons and stimulating reflection. Challenges included ensuring clarity of expectations and preventing phone use during responses. The responses provided insights into student thinking and learning that could be used for feedback and grading.
Presentation by Jean-Claude Callens, Vives University at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
classroom-based assessment in vietnam - VLAS 2017anh vu
This document discusses a study investigating classroom-based assessment practices of English teachers in Vietnam. The study found that (1) classroom assessments are tightly controlled by testing regulations, focusing mainly on discrete grammar and vocabulary tests (2) teachers use primarily multiple-choice formats due to constraints, though some younger teachers employ diverse tasks (3) obstacles preventing teacher autonomy in assessment include large class sizes, curriculum loads, and emphasis on high-stakes exams. While teachers believe assessment impacts learning, they feel unable to change practices given system demands.
Rachel Luna Peralta discusses recalibrating language assessment in the new normal created by the COVID-19 pandemic. She notes that the pandemic has disrupted education systems worldwide and exacerbated disparities. To make language assessment authentic, valid and reliable, teachers should use alternative assessments like performances, observations, portfolios and student-generated content. They should also leverage digital tools and be flexible, focusing on understanding over grades during this difficult time.
Marc Singer - Introduction to Critical Reasoning OERu course remixWayne Mackintosh
Presentation prepared by Marc Singer, Thomas Edison State College for the 3rd OERu Partners meeting describing the remix of an OERu course and development of summative assessment.
The document discusses using short written responses to engage and assess students. It provides examples of short questions used in a Master of Education class to elicit student responses during and after class. Benefits included preparing students for future lessons and stimulating reflection. Challenges included ensuring clarity of expectations and preventing phone use during responses. The responses provided insights into student thinking and learning that could be used for feedback and grading.
Presentation by Jean-Claude Callens, Vives University at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
classroom-based assessment in vietnam - VLAS 2017anh vu
This document discusses a study investigating classroom-based assessment practices of English teachers in Vietnam. The study found that (1) classroom assessments are tightly controlled by testing regulations, focusing mainly on discrete grammar and vocabulary tests (2) teachers use primarily multiple-choice formats due to constraints, though some younger teachers employ diverse tasks (3) obstacles preventing teacher autonomy in assessment include large class sizes, curriculum loads, and emphasis on high-stakes exams. While teachers believe assessment impacts learning, they feel unable to change practices given system demands.
Rachel Luna Peralta discusses recalibrating language assessment in the new normal created by the COVID-19 pandemic. She notes that the pandemic has disrupted education systems worldwide and exacerbated disparities. To make language assessment authentic, valid and reliable, teachers should use alternative assessments like performances, observations, portfolios and student-generated content. They should also leverage digital tools and be flexible, focusing on understanding over grades during this difficult time.
Marc Singer - Introduction to Critical Reasoning OERu course remixWayne Mackintosh
Presentation prepared by Marc Singer, Thomas Edison State College for the 3rd OERu Partners meeting describing the remix of an OERu course and development of summative assessment.
This session describes a portfolio assessment process used at Ozarka College to evaluate student writing. Students complete six essays over the course of a semester with the portfolio essay being required to pass. Faculty then randomly select and score 15-20% of portfolios to assess achievement of general education outcomes. This process provides data to faculty for critical discussion on student learning and informs curriculum improvements. Challenges include calibration of rubric scoring and participation of adjunct faculty. The assessment process has been highlighted by accreditors and involves students, faculty, and administration.
THE PRACTICAL APPLICATION OF E-PORTFOLIO AT THE OPEN UNIVERSITY OF CATALONIA para el congreso, 3rd Annual Forum on e-Learning Excellence in the Middle-East 2010: Bringing Global Quality to a Local Context (1-3 Febrero, Dubai)
Evaluating Distance Education: Focus on Online Course EvaluationJulia Parra
The document discusses quality assurance processes for online courses, focusing on the Quality Matters Rubric. The Quality Matters Rubric is a peer-review process used to certify and improve the quality of online courses. It consists of forty specific elements across eight standards. Courses must meet all essential standards and earn over 72 points to pass review. The document also discusses additional ways the university evaluates its online courses, such as surveys and student practicums assessed with the Quality Matters Rubric.
This document discusses assessment and placement processes for English language learners (ELLs). It provides examples of assessment types used to evaluate ELL academic readiness and progress. It specifically discusses the AZELLA and CELLA placement tests used in Arizona and Florida, respectively, to determine appropriate ELL program placement in accordance with state and federal guidelines. It also outlines ELL monitoring procedures, re-evaluation requirements, and the use of assessment data to guide instruction and ensure student success.
This document summarizes key points from a presentation on assessment and feedback methods:
1. Assessment has a major influence on what and how students learn, how teaching is done, and how students organize their studies. Students focus more on what they think will be assessed rather than the entire curriculum.
2. A survey of students found that they prefer more opportunities for one-on-one feedback and easy access to feedback. Students also want feedback more quickly, though science students expect slower feedback.
3. The presentation recommends managing student expectations, enhancing engagement with assessment and feedback, emphasizing student responsibility, and avoiding innovation just for its own sake when considering changes to assessment and feedback practices.
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
The document summarizes a study examining law student perceptions of assessment and feedback practices at UK universities. It will interview students and faculty from about 20 schools to understand relationships between perceptions and models/practices. Schools were identified based on consistently high or low National Student Survey scores on assessment/feedback questions over two years. The study aims to better understand student views and disseminate findings to support schools seeking to improve practices.
This document discusses assessment for learning. It defines different types of assessment such as formative and summative, as well as who can assess such as tutors, peers, and self-assessment. The document also covers when and where assessment takes place, qualities of good assessment, different assessment methods, providing feedback, and examples of developing assessment strategies for different student groups and courses. The goal of assessment discussed is to support learning, give feedback, and motivate students.
Faculty voices presentation at ALP Baltimore June 2014cccscoetc
Presentation given at ALP annual conference in Baltimore, MD, June 2014 on the publication "Faculty Voices". Faculty Voices is funded through a TAACCCT 1 grant. The grant focused on energy course redesign and the redesign of all developmental education courses in the Colorado Community College System.
Retiring Exam Questions? How to Use These Items in Formative AssessmentsExamSoft
Presented by: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
The document summarizes a presentation given by Professor David Carless on the potentials and challenges of peer feedback in second language writing. Some key points discussed include: (1) peer feedback can benefit students both when giving and receiving feedback, (2) training and support from teachers is important for effective peer feedback implementation, and (3) challenges include students not taking peer feedback seriously and providing low-quality feedback without proper guidance. The presentation emphasizes the role of teacher communication, modeling, and coaching to help students engage meaningfully with peer feedback processes.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It describes how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Progress is reported using descriptive ratings, and requirements for promotion or retention are specified for each grade level. The document also discusses remedial classes, recomputed grades, and how core values are reflected in report cards.
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
New SP- Assessment of Teaching & Learning & the Continuum for Teaching PracticeSanJoseBTSA
The document summarizes a training for new support providers on the Formative Assessment for California Teachers (FACT) program. The goals of the training are to understand assessment of teaching and learning processes, develop mentoring skills like observation and coaching, and use the Continuum of Teaching and Learning. The training covers the context and assessment of teaching and learning, observation skills, mentoring language, self-assessment using the continuum, and identifying areas for growth through a closure conversation.
Learning from the assessment practices of award-winning teachersDavid Carless
The document discusses effective assessment practices used by award-winning teachers. It analyzes assessment tasks from history, law, and business courses that encourage student engagement and learning. The tasks assess participation through activities like museum reports, media diaries, and blog discussions. They aim to make assessments more authentic, varied, and integrated into course content. While assessing participation poses reliability challenges, it can promote active learning if criteria are clearly defined. Overall, good assessment design balances priorities, focuses on learning, and facilitates feedback to support students' intellectual engagement with course material.
AfL takes place both inside and outside the classroom. Students use personal learning checklists (PLCs) outside the classroom to inform teachers about areas they need help with. There are two types of PLCs - ones based on skills students need to learn, and ones based on specific knowledge objectives. The PLC process involves diagnosis of student understanding, providing therapy or improvement, testing knowledge, and tracking progress over time using a scoreboard. Examples of PLCs from different subjects are provided.
This document provides an overview of dynamic assessment. It discusses how dynamic assessment focuses on measuring the learning process with assistance, unlike static assessment which focuses only on the final product. It outlines Vygotsky and Feuerstein's theories of the zone of proximal development and mediated learning. Approaches like the interventionist and interactionist models are described, as are formats like the sandwich and cake methods. The document discusses strengths like gaining insight into a learner's abilities, and weaknesses like challenges in scaling. It provides examples of dynamic assessment applied to writing skills.
This document discusses formative and summative assessment in art education. Formative assessment is used throughout instruction to monitor student progress and provide feedback, while summative assessment evaluates student learning at the end of a period of instruction, such as a lesson, unit, or course. The document provides examples of assessment strategies that can be used for different art disciplines and cognitive domains, such as paraphrasing to assess critical thinking or attitude scales to evaluate student mindsets. It also covers topics like scoring rubrics, exit levels, and grading systems for summative assessment.
This session describes a portfolio assessment process used at Ozarka College to evaluate student writing. Students complete six essays over the course of a semester with the portfolio essay being required to pass. Faculty then randomly select and score 15-20% of portfolios to assess achievement of general education outcomes. This process provides data to faculty for critical discussion on student learning and informs curriculum improvements. Challenges include calibration of rubric scoring and participation of adjunct faculty. The assessment process has been highlighted by accreditors and involves students, faculty, and administration.
THE PRACTICAL APPLICATION OF E-PORTFOLIO AT THE OPEN UNIVERSITY OF CATALONIA para el congreso, 3rd Annual Forum on e-Learning Excellence in the Middle-East 2010: Bringing Global Quality to a Local Context (1-3 Febrero, Dubai)
Evaluating Distance Education: Focus on Online Course EvaluationJulia Parra
The document discusses quality assurance processes for online courses, focusing on the Quality Matters Rubric. The Quality Matters Rubric is a peer-review process used to certify and improve the quality of online courses. It consists of forty specific elements across eight standards. Courses must meet all essential standards and earn over 72 points to pass review. The document also discusses additional ways the university evaluates its online courses, such as surveys and student practicums assessed with the Quality Matters Rubric.
This document discusses assessment and placement processes for English language learners (ELLs). It provides examples of assessment types used to evaluate ELL academic readiness and progress. It specifically discusses the AZELLA and CELLA placement tests used in Arizona and Florida, respectively, to determine appropriate ELL program placement in accordance with state and federal guidelines. It also outlines ELL monitoring procedures, re-evaluation requirements, and the use of assessment data to guide instruction and ensure student success.
This document summarizes key points from a presentation on assessment and feedback methods:
1. Assessment has a major influence on what and how students learn, how teaching is done, and how students organize their studies. Students focus more on what they think will be assessed rather than the entire curriculum.
2. A survey of students found that they prefer more opportunities for one-on-one feedback and easy access to feedback. Students also want feedback more quickly, though science students expect slower feedback.
3. The presentation recommends managing student expectations, enhancing engagement with assessment and feedback, emphasizing student responsibility, and avoiding innovation just for its own sake when considering changes to assessment and feedback practices.
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
The document summarizes a study examining law student perceptions of assessment and feedback practices at UK universities. It will interview students and faculty from about 20 schools to understand relationships between perceptions and models/practices. Schools were identified based on consistently high or low National Student Survey scores on assessment/feedback questions over two years. The study aims to better understand student views and disseminate findings to support schools seeking to improve practices.
This document discusses assessment for learning. It defines different types of assessment such as formative and summative, as well as who can assess such as tutors, peers, and self-assessment. The document also covers when and where assessment takes place, qualities of good assessment, different assessment methods, providing feedback, and examples of developing assessment strategies for different student groups and courses. The goal of assessment discussed is to support learning, give feedback, and motivate students.
Faculty voices presentation at ALP Baltimore June 2014cccscoetc
Presentation given at ALP annual conference in Baltimore, MD, June 2014 on the publication "Faculty Voices". Faculty Voices is funded through a TAACCCT 1 grant. The grant focused on energy course redesign and the redesign of all developmental education courses in the Colorado Community College System.
Retiring Exam Questions? How to Use These Items in Formative AssessmentsExamSoft
Presented by: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
The document summarizes a presentation given by Professor David Carless on the potentials and challenges of peer feedback in second language writing. Some key points discussed include: (1) peer feedback can benefit students both when giving and receiving feedback, (2) training and support from teachers is important for effective peer feedback implementation, and (3) challenges include students not taking peer feedback seriously and providing low-quality feedback without proper guidance. The presentation emphasizes the role of teacher communication, modeling, and coaching to help students engage meaningfully with peer feedback processes.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It describes how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Progress is reported using descriptive ratings, and requirements for promotion or retention are specified for each grade level. The document also discusses remedial classes, recomputed grades, and how core values are reflected in report cards.
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
New SP- Assessment of Teaching & Learning & the Continuum for Teaching PracticeSanJoseBTSA
The document summarizes a training for new support providers on the Formative Assessment for California Teachers (FACT) program. The goals of the training are to understand assessment of teaching and learning processes, develop mentoring skills like observation and coaching, and use the Continuum of Teaching and Learning. The training covers the context and assessment of teaching and learning, observation skills, mentoring language, self-assessment using the continuum, and identifying areas for growth through a closure conversation.
Learning from the assessment practices of award-winning teachersDavid Carless
The document discusses effective assessment practices used by award-winning teachers. It analyzes assessment tasks from history, law, and business courses that encourage student engagement and learning. The tasks assess participation through activities like museum reports, media diaries, and blog discussions. They aim to make assessments more authentic, varied, and integrated into course content. While assessing participation poses reliability challenges, it can promote active learning if criteria are clearly defined. Overall, good assessment design balances priorities, focuses on learning, and facilitates feedback to support students' intellectual engagement with course material.
AfL takes place both inside and outside the classroom. Students use personal learning checklists (PLCs) outside the classroom to inform teachers about areas they need help with. There are two types of PLCs - ones based on skills students need to learn, and ones based on specific knowledge objectives. The PLC process involves diagnosis of student understanding, providing therapy or improvement, testing knowledge, and tracking progress over time using a scoreboard. Examples of PLCs from different subjects are provided.
This document provides an overview of dynamic assessment. It discusses how dynamic assessment focuses on measuring the learning process with assistance, unlike static assessment which focuses only on the final product. It outlines Vygotsky and Feuerstein's theories of the zone of proximal development and mediated learning. Approaches like the interventionist and interactionist models are described, as are formats like the sandwich and cake methods. The document discusses strengths like gaining insight into a learner's abilities, and weaknesses like challenges in scaling. It provides examples of dynamic assessment applied to writing skills.
This document discusses formative and summative assessment in art education. Formative assessment is used throughout instruction to monitor student progress and provide feedback, while summative assessment evaluates student learning at the end of a period of instruction, such as a lesson, unit, or course. The document provides examples of assessment strategies that can be used for different art disciplines and cognitive domains, such as paraphrasing to assess critical thinking or attitude scales to evaluate student mindsets. It also covers topics like scoring rubrics, exit levels, and grading systems for summative assessment.
This document summarizes key themes from a presentation on improving assessment practices through a programme approach. It discusses 3 themes: 1) Many programmes have high summative assessments and low formative assessments, treating summative assessments as the primary "pedagogy". 2) Feedback is often disconnected from future work and assessments. 3) Students are often confused by lack of clear standards and inconsistencies between markers. The presentation provides case studies of programmes that have improved practices by lowering summative work, increasing engaging formative tasks, providing more dialogic feedback, and clarifying expectations and standards through activities like calibration exercises and exemplars.
This document outlines key aspects of outcome-based education (OBE) and the accreditation process for engineering programs. It discusses OBE principles like focusing on what students learn rather than what is taught. The document also describes international accords for engineers, technologists, and technicians. It provides details on curriculum review, teaching methods, assessment tools, and continuous quality improvement in OBE. Finally, it lists the documentation required for accreditation visits, including program outcomes, course files, facilities, and actions taken on previous deficiencies.
1. The document discusses TESTA (Transforming the Experience of Students Through Assessment), a mixed-methods approach to understanding assessment practices and their impact on student learning.
2. TESTA addresses three common problems: variations in assessment leading to uncertainty about quality, an over-reliance on high-stakes summative assessment over formative assessment, and disconnection between feedback and future work.
3. The data from TESTA highlights four key themes: large variations in assessment patterns between programmes; high levels of summative assessment and low levels of formative assessment; disconnected feedback that does not feed into future work; and student confusion about learning goals and standards due to inconsistent practices.
Improving student learning through programme assessmentTansy Jessop
This document summarizes a presentation about taking a program-level approach to assessment and feedback to improve student learning. It discusses challenges with current assessment practices like high variation in assessment patterns, an over-reliance on summative assessment, and disconnected feedback. The presentation advocates reducing summative assessment to make room for more formative assessment. It provides case studies of programs that have successfully implemented program-level approaches, focusing on increasing formative assessment, linking formative and summative tasks, using feedback as a dialogue, and helping students internalize learning goals and standards. The goal is to shift from a transmission model of education to a more social constructivist model.
Slide prepared by Santosh V. Varghese, Modern School, Dungarpur for creating awarenss among parents regarding CBSE's new educational schmes particularly CCE.
This document summarizes key points from a workshop on assessment and feedback. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnection between formative and summative feedback, and a lack of clear goals and standards. The workshop then introduces the TESTA (Transforming the Experience of Students Through Assessment) approach, which advocates rebalancing assessment to include more formative tasks, taking a whole-program approach, and linking formative and summative assessment. Case studies are presented that aim to make formative assessment more meaningful for students through tasks like blogging, peer review, and feedback dialogues. The workshop concludes with a discussion of shifting paradigms to create shared
This document provides an overview of the student learning objective (SLO) process for teacher evaluations in Pennsylvania. It outlines the key components of an SLO, including setting a goal based on content standards, identifying performance indicators and measures, and setting teacher expectations for student achievement. The SLO process is designed to document educator effectiveness based on student achievement. School leaders are advised to establish timelines for SLO template completion and conduct mid-cycle reviews to facilitate conversations between principals and teachers about expectations.
Use ePortfolios at The University Of WestminsterFederica Oradini
The document discusses the use of e-portfolios at the University of Westminster. It provides examples of three different models used: embedded skills and extra tutorial support; embedded skills with a standalone PDP module and additional support; and skills embedded across the degree with a standalone e-portfolio module. Benefits identified include facilitating reflection, development of skills like time management, and making it easier for staff to provide feedback and track student progress. However, both students and staff require support to fully understand and utilize the potential of e-portfolios.
An Introduction to Formative Assessment for School Teachers.pptAbdelmoneim Abusin
To review and reflect on formative assessment practice for School Teachers. As a focus for professional development in formative assessment for secondary schools.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...TESTA winch
This document provides an overview of the TESTA (Transforming the Experience of Students through Assessment) research project. It discusses key findings from auditing assessment practices across various university programmes. Some programmes had clear goals and feedback that drove student effort, while others lacked clarity and feedback. The research found formative assessment was underused and feedback was often untimely and disjointed. TESTA cases studies showed how increasing formative work and dialogue about standards can boost learning. Overall, the project revealed assessment patterns influence student experience and outcomes significantly.
Assesment for learning lars helle - sviland skoleRenate Furenes
Formative assessment, also called assessment for learning, focuses on continuously gathering evidence about student learning to inform instruction. Key principles of formative assessment include students understanding learning goals and criteria, involvement in self-assessment, receiving feedback on work quality and how to improve. Effective feedback is directly linked to learning goals, focuses on tasks not students, provides guidance for improvement, and is tailored to individual student needs. Formative assessment requires a shift from teachers judging learning to coaching students through the learning process.
Assessment for learning Lars Helle - Sviland Skolevittovolte
Formative assessment, also called assessment for learning, focuses on continuously gathering evidence about student learning to inform instruction. Key principles of formative assessment include students understanding learning goals and criteria, involvement in self-assessment, receiving feedback on work quality and how to improve. Effective feedback is directly linked to learning goals, focuses on tasks not students, provides guidance for improvement, and is tailored to individual student needs. Formative assessment requires a shift from teachers judging learning to coaching students through the learning process.
Using e-feedback in large classes in a business writing courseIATEFL BESIG
The document summarizes using computer-mediated e-feedback in a large business English writing course. It describes the course context, objectives, components, and constraints of large class sizes and limited time. It discusses using Moodle to provide writing tasks and instructor e-feedback. Feedback addressed content, organization, mechanics, and vocabulary. A student survey found that most felt the general e-feedback was sufficient and helped improve their writing and learning.
The document summarizes the use of computer-mediated e-feedback in a large business English writing course at Ruppin Academic Center in Israel. The course aimed to develop students' business writing skills through online tasks and feedback provided via the Moodle learning management system. A survey found that most students found the general e-feedback on their writing assignments to be helpful in improving their work and learning. The feedback allowed for ongoing, customized feedback to individual students in a large class setting.
The document discusses research comparing learner perceptions and experiences across the Coursera and FutureLearn MOOC platforms. It provides details on the feedback gathering methods, demographic profiles, and factors influencing learner experiences on each platform. Various evaluation instruments like surveys are discussed, and key differences between the platforms are highlighted, such as Coursera having content assessments and discussion forums while FutureLearn does not. Motivations for taking courses are also analyzed through factor analysis, identifying themes like career development, exploration of the learning environment, and improving knowledge.
Improving student learning through taking a programme approachTansy Jessop
1) The document discusses challenges with assessment and feedback at the program level, including an over-reliance on summative assessments, disconnected feedback between modules, and a lack of clarity around goals and standards.
2) It proposes using a programme assessment approach called TESTA to help address these issues by balancing formative and summative assessments, improving connections between modules, and increasing student involvement in co-creating assessment criteria.
3) Preliminary results from using TESTA include rebalancing assessment ratios, better assessment progression, improved student learning outcomes, and higher student satisfaction scores.
The document discusses different types of assessment including formative and summative assessments. It provides examples of formative assessments like journals, quizzes, and portfolios that are used during instruction. Summative assessments are given after learning is completed, like exams. The document also discusses using rubrics for assessment, which describe performance expectations. Rubrics can be holistic or analytic and have benefits for both instructors and students. Steps for developing effective rubrics are outlined.
Triangulation in Teaching Assessment & learning Outcomes (2) (1)Sheema Haider
This document discusses the concept of triangulation in teaching, assessment, and learning outcomes. It defines triangulation as collecting evidence of student learning from conversations (intended learning outcomes), observations (teaching methods), and products (assessments). The document emphasizes the need to establish clear links between these three elements. It provides examples of mapping intended learning outcomes to specific teaching strategies and assessment methods. The conclusion is that faculty need education on developing intended learning outcomes, incorporating innovative teaching methods focused on the outcomes, and using assessment based on the outcomes from multiple sources.
Similar to CDE Conference 09/02/2009. W Morrison. Assessment and evaluation in UG Laws: new directions and old challenges (20)
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Ormond Simpson, Education Consultant, Visiting CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Gwyneth Hughes, Reader in Higher Education, Institute of Education, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk.
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Chaired by Dr Clare Sansom, Senior Lecturer, Birkbeck College, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Centre for Distance Education lunchtime seminar - conducted by Ormond Simpson, CDE Visiting Fellow.
This seminar shows that student support need not be a pure institutional cost in distance education. If properly designed and evaluated it can actually make a financial profit for the institution as well as enhance its reputation. Heath warning - this presentation contains some mathematics....
Audio of the seminar can be found here: www.cde.london.ac.uk. More information on Ormond's work can be found here: www.ormondsimpson.com.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Presentation by Patricia McKellar, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Analytics: as if learning mattered
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Adam Cooper (Co-Director, Cetis)
Audio of the session and more details can be found at www.cde.london.ac.uk.
The Learning Ecosystem – A Content Agnostic Adaptive Learning and Analytics System
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by George Mitchell (Chief Operations Officer, CCKF Ltd, Dublin).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Improving retention: predicting at-risk students by analysing clicking behaviour in a virtual learning environment.
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Annika Wolff, Knowledge Media Institute, Open University.
Audio of the session and more details can be found at www.cde.london.ac.uk.
Moving from Learning Analytics to Social (Emotional) Learning Analytics.
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Dr Bart Rientes (Senior Lecturer, Department of Higher Education, University of Surrey).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Mariella Stivala (St Martin’s Institute of Higher Education, Malta).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr J Simon Rofe (School of Oriental and African Studies, University of London). Audio and video of the conference can be found at www.cde.london.ac.uk.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Professor Margaret Cox, Dr Jonathan San Diego and Dr Barry Quinn (King's College London). Audio of the session and more details can be found at www.cde.london.ac.uk.
This document summarizes key points from a presentation on MOOCs and e-learning. It finds that while MOOC completion rates are only around 6-9%, completion rates for traditional university modules and programs are higher at 55% and 85% respectively. Motivation is an important factor in student retention and dropout. The future of MOOCs will depend on how they are funded, whether through governments, grants, industry, institutions themselves, or student fees. For MOOCs to be profitable, retention activities would need to increase student continuation by over 0.8% to cover costs. Overall the document questions the categorization of MOOCs as a form of e-learning and examines factors influencing student participation and motivation.
Presentation from 'Enhancing the student experience' workshop at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Ormond Simpson (HE consultant, Visiting CDE Fellow). Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Clare Sansom (Birkbeck College, University of London).
People who exhibit a high degree of self-regulation use different learning strategies in MOOCs compared to those with low self-regulation. Those with high self-regulation tend to be active learners who set clear goals and adapt them as needed. They are more likely to actively participate and contribute. Those with low self-regulation tend towards more passive learning and behaviors like lurking. Prior experience, confidence, and motivation also impact engagement in MOOCs.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
CDE Conference 09/02/2009. W Morrison. Assessment and evaluation in UG Laws: new directions and old challenges
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14. Aims (information – practice) Learning Outcomes What should the students be able to know, understand, do? Standards Learning and Teaching Strategy What methods will help students achieve the learning outcomes? Assessment Criteria On what basis will you judge if students have met the learning outcomes and how well? Assessment Strategy How will you assess if students have met the learning outcomes? (source: Rosie Bingham 2001)