The document discusses assessment methods and tools used at a graduate business school. It describes a 12-step study process that includes delivering learning materials by post, self-regulated learning, seminars, revision, and examinations. Students complete portfolio tasks and have their ePortfolios reviewed in Mahara. Both formative and summative assessments are used, including tasks, tests, case studies, and a thesis. While most feedback is through email, the school aims to increase use of online forums to better support learning. The document concludes with an overview of a virtual hospital simulation used for healthcare education.
ePortfolios from Beginning to End to BeginningMarc Zaldivar
This is the presentation from Virginia Tech's ePortfolio Initiatives for the Jasig Sakai 2012 conference. In it, we look at activities that are used in various ePortfolios at Virginia Tech to promote reflection and assessment.
A Centre for Distance Education seminar on Developing Teachers at a Distance, conducted by Dr Ayona Silva-Fletcher and Dr Kim Whittlestone from the Royal Veterinary College (http://www.live.ac.uk/html/people.html)
ePortfolios from Beginning to End to BeginningMarc Zaldivar
This is the presentation from Virginia Tech's ePortfolio Initiatives for the Jasig Sakai 2012 conference. In it, we look at activities that are used in various ePortfolios at Virginia Tech to promote reflection and assessment.
A Centre for Distance Education seminar on Developing Teachers at a Distance, conducted by Dr Ayona Silva-Fletcher and Dr Kim Whittlestone from the Royal Veterinary College (http://www.live.ac.uk/html/people.html)
Sunway University 12th Annual ESAP Symposium (E) Workshop J The Adoption of T...Stephen j Hall
The Adoption of Technology-Enhanced Learning for Inclusive Education
This worksheet accompanies Workshop J found on this same site
Sustainable learning for a safe global future: Lessons from pushed change.August 15 2020 Sunway University
Presentation at the conference ecdea.org, 8 of June 2018Mats Brenner
Presentation of the Project Digital Exam II - SUNET Inkubator - for 1st European Conference on digital Exams and Assessment (ECDEA 2018), 8:th of June 2018 in Gothenborg, Sweden
Using Project-Based Learning and Standards-Based Education - Project planning...ohedconnectforsuccess
June 27, 9 – 10am, Room: Knox
21st century learning prepares students for postsecondary work and educational opportunities. The Alternative Education Academy used the Race to the Top framework to transform its school from a traditional stand-and-deliver model to a true standards-based, project-based learning model. Intensive professional development, involvement of all stakeholders, and a robust content-management system were critical to the success of this initiative. Come learn how to prepare students for life after high school.
Main Presenter: Margaret Ford, Alternative Education Academy
Co-Presenter(s): Tim Spencer, Alternative Education Academy
WebOrganic eLearning - SSPKW Primary School Project Sharing 20130628Jeff Ng
WebOrganic eLearning - SSPKW Primary School Project Sharing 20130628
For more information on e-Learning, please visit my blog http://jeffconsulting.blogspot.com/ .
Abstract Students in distance education at the KATHO (University college in Flanders, Belgium, www.katho.be) only need to come to the campus for assessment. Since September 2008, the center of excellence in e-learning, MAD (Mad About Distance) of KATHO organized a small project with 5 students located in five different countries all over the world. One student nearby the desert in Dubai inspired us to call this research “the Camel project”. The people involved in the project explored new methodologies and new technical tools to enable teachers to assess those students online. The project is still running and inspiring teachers of the KATHO to develop particular settings about online assessment, but also about online coaching. This paper is meant to share some of our experiences and conclusions concerning the online assessment and evaluation.
Sunway University 12th Annual ESAP Symposium (E) Workshop J The Adoption of T...Stephen j Hall
The Adoption of Technology-Enhanced Learning for Inclusive Education
This worksheet accompanies Workshop J found on this same site
Sustainable learning for a safe global future: Lessons from pushed change.August 15 2020 Sunway University
Presentation at the conference ecdea.org, 8 of June 2018Mats Brenner
Presentation of the Project Digital Exam II - SUNET Inkubator - for 1st European Conference on digital Exams and Assessment (ECDEA 2018), 8:th of June 2018 in Gothenborg, Sweden
Using Project-Based Learning and Standards-Based Education - Project planning...ohedconnectforsuccess
June 27, 9 – 10am, Room: Knox
21st century learning prepares students for postsecondary work and educational opportunities. The Alternative Education Academy used the Race to the Top framework to transform its school from a traditional stand-and-deliver model to a true standards-based, project-based learning model. Intensive professional development, involvement of all stakeholders, and a robust content-management system were critical to the success of this initiative. Come learn how to prepare students for life after high school.
Main Presenter: Margaret Ford, Alternative Education Academy
Co-Presenter(s): Tim Spencer, Alternative Education Academy
WebOrganic eLearning - SSPKW Primary School Project Sharing 20130628Jeff Ng
WebOrganic eLearning - SSPKW Primary School Project Sharing 20130628
For more information on e-Learning, please visit my blog http://jeffconsulting.blogspot.com/ .
Abstract Students in distance education at the KATHO (University college in Flanders, Belgium, www.katho.be) only need to come to the campus for assessment. Since September 2008, the center of excellence in e-learning, MAD (Mad About Distance) of KATHO organized a small project with 5 students located in five different countries all over the world. One student nearby the desert in Dubai inspired us to call this research “the Camel project”. The people involved in the project explored new methodologies and new technical tools to enable teachers to assess those students online. The project is still running and inspiring teachers of the KATHO to develop particular settings about online assessment, but also about online coaching. This paper is meant to share some of our experiences and conclusions concerning the online assessment and evaluation.
14. How we do assessment… and the tools we use.
Assessments?
formative summative
Start End
02/07/12 14
15. How we do (e)Assessment… and the tools we use.
-2 written examinations (tests) summative
-1 oral examination
-----------------
-2 Case-Studies
-1 Internship Report
-1 Draft for a teaching lesson
Portfolio-tasks -1 empirical survey
-1 Review about an online teaching lesson
-1 termpaper
Using Mahara ----------
for ePortfolio -1 Masterthesis
Review
Start End
02/07/12 15
16. How we do (e)Assessment… and the tools we use.
Term course (Start
Oktober 2011)
Course
information
Students
(e)Portfolios
02/07/12 16
17. How we do (e)Assessment… and the tools we use.
In this case usually pdf files.
Could also be a video, a journal,
a blog etc.
Personal feedback
02/07/12 17
18. How we do (e)Assessment… and the tools we use.
Assessment (Review)
18 criteria (each 5 points) = 90
points in sum.
02/07/12 18
19. How we do (e)Assessment… and the tools we use.
-2 written examinations (tests) summative
-1 oral examination
-----------------
-2 Case-Studies
-1 Internship Report
-1 Draft for a teaching lesson
Portfolio-tasks -1 empirical survey
-1 Review about an online teaching lesson
-1 termpaper
Using Mahara ----------
for ePortfolio -1 Masterthesis
Review
Start End
02/07/12 19
20. How we do (e)Assessment… and the tools we use.
formative
Face-to-face: No eMail (mostly)
Paper-based: No digital tools. Phone
digital tools.
Online-Forum in
Mahara (hardly)
Feedback to learning
Tasks for self-control process during face-to-face
Tasks to send in seminar (teacher-student) Support Service
(correction and return) Feedback as informal (contact the teacher)
Peer-Assessment
Start End
02/07/12 20
21. Summing-up
» We start to use Mahara as an ePortfolio system to give review -
due to having mostly portfolio-tasks (summative assessment)
during the study process
» We offer online-forums for formative assessment – but students
hardly make use of it – they usually write eMails.
» In case of formative assessments there is potential to
implementate more (attractive) digital tools – to enhance students
learning process rather than just to test it at the end.
02/07/12 21