Assessment & Feedback Literature ReviewMorse Project
Presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of recent literature concerning assessment and feedback
Assessment & Feedback Literature ReviewMorse Project
Presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of recent literature concerning assessment and feedback
Technology-Enhanced Assessment and Feedback: How is evidence-based literature...Denise Whitelock
This desktop research commissioned by the Higher Education Academy set out to consult with the academic community about which references on assessment and feedback with technology enhancement were most useful to practitioners. While all the recommended publications may be characterised as reputable and the majority were peer-reviewed (67.7%), only a minority provided quantitative data (28.2%), of which relatively few provided appropriate experimental designs or statistical analysis (18.5%). The majority of publications were practitioner-led case studies. The references that were recommended to us are clearly having an impact on current practice and are found valuable by practitioners. The key messages from these sources are consistent and often give detailed and practical guidance for other academics. We found that most of the recommended literature focused on the goals that technology enhancement can enable assessment and feedback to meet and how assessment and feedback can be designed to make best use of the technology.
Abstract
According to the Chartered Institute of Ecology and Environmental Management, today’s biology graduates lack the key species identification skills required by prospective employees. This mismatch between students’ skills and employers’ requirements has serious implications for employability after graduation. Interactive species identification apps on mobile learning devices, such as iPads, have the potential to encourage active engagement with the process of identification and provide a means for students to (re)connect with nature. A pilot study funded by a Keele University teaching innovation grant and School of Life Sciences teaching equipment grant investigated the potential of iPad educational apps to boost species identification skills. Working in pairs, twelve final year undergraduate students were given one hour to locate eight target trees on the Keele campus using the Here&Near app and then utilise four tree species ID apps (FSC trees, ForestXplorer, LeafsnapHD and Isoperla’s TreeID) to identify the tree species. The students completed pre- and post-activity evaluation questionnaires and produced a post-activity reflective audio commentary using Fotobabble. The pre-study questionnaire revealed that 92% of students thought tree ID apps would aid identification skills, while only 50% of students agreed that iPads would facilitate collaboration. The post-study evaluation revealed that not all tree apps were equally useful in learning, along with a transformation of student opinion regarding the collaborative aspect of the activity. The second phase
of the study is to embed a modified version of the tree tour into a first year undergraduate practical, and evaluate how this affects the ability to correctly identify trees on the lab exam. The preliminary results from this study indicate that a group-orientated collaborative problem-solving approach encouraged communication and development of skills based on all their senses (visual, verbal, etc.).
One of the papers I presented at INTED2015. This examines the method I have been using to make lecture capture a more interesting proposition for students
Survey report how technology can help in personalization of educationJaymineShah
Brainvire has conducted a small survey with among EdTech C-Level professionals and stumbled upon some key findings which could be very crucial for EdTech decision makers, CTOs and CEOs for their digital transformation. This can also be valuable for EdTech start-ups.
IBT (Internet Based Testing) is a form of competence, skill, or knowledge assessment through computer/internet.(Hartoyo, 2012)
Another form of IBT is WBT (Web Based Testing)
WBT assesses one’s competence, skill, or knowledge through a website (Roever, 2001)
CBT (Computer Based Testing) is a form of assessment or test which is carried out through electronic devices (Electronic Exam)
Electronic Exam is a form of exam which is carried out through computer or other electronic devices in which response is recorded and assessed.
Presentation of
eTest Solution: Software Integrating Large- and Small-scale Assessment
by Srdjan Verbic, Srdjan Božovic and Saša Velickovic
(Proceedings if the IADIS international conference e-learning 2012, Lisbon, Portugal, July 17 - 20, 2012, ed. Miguel Baptista Nunes and Maggie McPherson, ISBN: 978-972-8939-71-7, pages 441-444)
Text-To-Speech systems used "from the start" in reading programs supports reading development and stops the "fall behind" which wrecks education for so many.
Technology-Enhanced Assessment and Feedback: How is evidence-based literature...Denise Whitelock
This desktop research commissioned by the Higher Education Academy set out to consult with the academic community about which references on assessment and feedback with technology enhancement were most useful to practitioners. While all the recommended publications may be characterised as reputable and the majority were peer-reviewed (67.7%), only a minority provided quantitative data (28.2%), of which relatively few provided appropriate experimental designs or statistical analysis (18.5%). The majority of publications were practitioner-led case studies. The references that were recommended to us are clearly having an impact on current practice and are found valuable by practitioners. The key messages from these sources are consistent and often give detailed and practical guidance for other academics. We found that most of the recommended literature focused on the goals that technology enhancement can enable assessment and feedback to meet and how assessment and feedback can be designed to make best use of the technology.
Abstract
According to the Chartered Institute of Ecology and Environmental Management, today’s biology graduates lack the key species identification skills required by prospective employees. This mismatch between students’ skills and employers’ requirements has serious implications for employability after graduation. Interactive species identification apps on mobile learning devices, such as iPads, have the potential to encourage active engagement with the process of identification and provide a means for students to (re)connect with nature. A pilot study funded by a Keele University teaching innovation grant and School of Life Sciences teaching equipment grant investigated the potential of iPad educational apps to boost species identification skills. Working in pairs, twelve final year undergraduate students were given one hour to locate eight target trees on the Keele campus using the Here&Near app and then utilise four tree species ID apps (FSC trees, ForestXplorer, LeafsnapHD and Isoperla’s TreeID) to identify the tree species. The students completed pre- and post-activity evaluation questionnaires and produced a post-activity reflective audio commentary using Fotobabble. The pre-study questionnaire revealed that 92% of students thought tree ID apps would aid identification skills, while only 50% of students agreed that iPads would facilitate collaboration. The post-study evaluation revealed that not all tree apps were equally useful in learning, along with a transformation of student opinion regarding the collaborative aspect of the activity. The second phase
of the study is to embed a modified version of the tree tour into a first year undergraduate practical, and evaluate how this affects the ability to correctly identify trees on the lab exam. The preliminary results from this study indicate that a group-orientated collaborative problem-solving approach encouraged communication and development of skills based on all their senses (visual, verbal, etc.).
One of the papers I presented at INTED2015. This examines the method I have been using to make lecture capture a more interesting proposition for students
Survey report how technology can help in personalization of educationJaymineShah
Brainvire has conducted a small survey with among EdTech C-Level professionals and stumbled upon some key findings which could be very crucial for EdTech decision makers, CTOs and CEOs for their digital transformation. This can also be valuable for EdTech start-ups.
IBT (Internet Based Testing) is a form of competence, skill, or knowledge assessment through computer/internet.(Hartoyo, 2012)
Another form of IBT is WBT (Web Based Testing)
WBT assesses one’s competence, skill, or knowledge through a website (Roever, 2001)
CBT (Computer Based Testing) is a form of assessment or test which is carried out through electronic devices (Electronic Exam)
Electronic Exam is a form of exam which is carried out through computer or other electronic devices in which response is recorded and assessed.
Presentation of
eTest Solution: Software Integrating Large- and Small-scale Assessment
by Srdjan Verbic, Srdjan Božovic and Saša Velickovic
(Proceedings if the IADIS international conference e-learning 2012, Lisbon, Portugal, July 17 - 20, 2012, ed. Miguel Baptista Nunes and Maggie McPherson, ISBN: 978-972-8939-71-7, pages 441-444)
Text-To-Speech systems used "from the start" in reading programs supports reading development and stops the "fall behind" which wrecks education for so many.
Using audio email feedback in formative assessmentAlex Spiers
Presentation delivered at the A Word In Your Ear Conference 2009 at Sheffiled Hallam University.
Alex Spiers & George Macgregor
Liverpool John Moores University
The challenges of Assessment and Feedback: findings from an HEA projectDenise Whitelock
The challenges of Assessment and Feedback: findings from an HEA project – Denise Whitelock (IET)
This project was undertaken by IET and colleagues from the University of Southampton and is just producing its final report. The project's aim was to produce a synthesis of evidence based research which throws light on the progress made in the practice of Assessment and Feedback in H.E. This presentation will highlight findings with respect to authentic assessment, e-portfolios, peer assessment, feedback for language learning and Advice for Action.
This presentation introduces a study investigating the effectiveness of a webinar tool (Elluminate) on online learning environment from student-trainers’ perspective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. Vocal Performance Database Digitizing the Feedback Experience Jana Chapman SITE 2010--Society for Information Technology & Teacher Education International Conference