Designing Assessment for Quality Learning the Enabling Power of Assessment
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Introduction to Electronic Assessment Portfolios
Introduction to Electronic Assessment Portfolios Teacher portfolios: The process of developing electronic portfolios can document evidence of teacher competencies and guide long-term professional development. The competencies may be locally defined, or linked to national teaching standards. Two primary assumptions in this process are: 1.) a portfolio is not a haphazard collection of artifacts (i.e., a scrapbook) but rather a reflective tool which demonstrates growth over time; and 2.) as we move to more standards-based teacher performance assessment, we need new tools to record and organize evidence of successful teaching, for both practicing professionals and student teachers. Student portfolios: One of the most exciting developments in the school reform movement is the use of alternative forms of assessment to evaluate student learning, and one of the most popular forms of authentic assessment is the use of portfolios. The point of the portfolio (electronic or paper) is to provide a "richer picture" of a student's abilities, and to show growth over time. Portfolios are being developed at all phases of the life span, beginning in early childhood, through K-12 and higher education, to professional teaching portfolios. As more schools expand student access to technology, there are an increasing number of options available for developing electronic student portfolios, including relational databases, hypermedia programs, WWW pages, PDF files, and commercial proprietary programs. Electronic portfolios: Electronic portfolio development draws on two bodies of literature: multimedia development (decide, design, develop, evaluate) (Ivers & Barron, 1998) and portfolio development (collection, selection, reflection, projection) (Danielson & Abrutyn, 1997). Both processes are complimentary and essential for effective electronic portfolio development. -
Towards a Research Agenda on Computer-Based
TOWARDS A RESEARCH AGENDA ON COMPUTER-BASED ASSESSMENT Challenges and needs for European Educational Measurement Friedrich Scheuermann & Angela Guimarães Pereira (Eds.) EUR 23306 EN - 2008 The Institute for the Protection and Security of the Citizen provides research-based, systems- oriented support to EU policies so as to protect the citizen against economic and technological risk. The Institute maintains and develops its expertise and networks in information, communication, space and engineering technologies in support of its mission. The strong cross- fertilisation between its nuclear and non-nuclear activities strengthens the expertise it can bring to the benefit of customers in both domains. European Commission Joint Research Centre Institute for the Protection and Security of the Citizen Contact information Address: Unit G09, QSI / CRELL TP-361, Via Enrico Fermi, 2749; 21027 Ispra (VA), Italy E-mail: [email protected], [email protected] Tel.: +39-0332-78.6111 Fax: +39-0332-78.5733 http://ipsc.jrc.ec.europa.eu/ http://www.jrc.ec.europa.eu/ Legal Notice Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use which might be made of this publication. Europe Direct is a service to help you find answers to your questions about the European Union Freephone number (*): 00 800 6 7 8 9 10 11 (*) Certain mobile telephone operators do not allow access to 00 800 numbers or these calls may be billed. A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server http://europa.eu/ JRC44526 EUR 23306 EN ISSN 1018-5593 Luxembourg: Office for Official Publications of the European Communities © European Communities, 2008 Reproduction is authorised provided the source is acknowledged Printed in Italy Table of Contents Introduction……………………………………………………………………………………………... -
E-Lev: Solution for Early Childhood Education Teachers in Industrial Revolution Era 4.0
Advances in Social Science, Education and Humanities Research, volume 387 3rd International Conference on Education Innovation (ICEI 2019) E-LEv: Solution for Early Childhood Education Teachers in Industrial Revolution Era 4.0 Prima Suci Rohmadheny, Avanti Vera Risti Pramudyani Teacher Training of Early Childhood Education Universitas Ahmad Dahlan Yogyakarta, Indonesia [email protected] Abstract—Early Childhood Education (ECE) learning administration, scoring, and its interpretation. It was the evaluation refers to the evaluation of early aged-children' competence in communicating the result of the assessment developmental achievement. This is pivotal to measure that becomes the problem faced by the teachers there [6]. It is developmental achievement during and after the learning activity different from what happens in Indonesia. is conducted. From the previous study shown that teacher faced The empirical fact proves that the learning assessment and various problems to do assessment and evaluation. Accordingly, this study aimed to explore the ECE teachers' need to find evaluation in ECE are still sub-optimal; it was due to various solutions for the problems. The data were collected using a problems faced by the ECE teacher. This fact is supported by questionnaire distributed randomly in Indonesia through google the result of the preliminary study conducted by the form. The data were analyzed in accordance with the Miles and researchers. The preliminary study found various problems Hubberman analysis model. The data were presented such as teachers who perceive that learning assessment and descriptively to clear up the finding of the study. The study found evaluation in Indonesia is time-consuming. While, the teachers that (a) the majority of teachers had made attempts to improve are responsible for a vast amount of duties. -
Assessment: What's in It for Schools?
Assessment What’s in it for schools? Assessment is a prominent and sometimes controversial issue in education. This book looks at how and why assessment matters in the classroom, discussing key issues such as: • Can assessment raise standards? • Can current practice be improved? • How does self-assessment help pupils learn? Each chapter includes practical advice for teachers on how to move from assessment that merely measures and certifies to that which is an integral and planned element of the learning process. This book is for all those who want to develop their understanding and use of assessment, to improve teaching and learning in their schools. Paul Weeden is a Lecturer in Geography Education at the University of Birmingham. Jan Winter is a Lecturer and Patricia Broadfoot is Professor of Education, both at the Graduate School of Education, University of Bristol. What’s in it for schools? Edited by Kate Myers and John MacBeath Inspection: What’s in it for schools? James Learmonth Leadership: What’s in it for schools? Thomas J.Sergiovanni Self-evaluation: What’s in it for schools? John MacBeath and Archie McGlynn School Improvement: What’s in it for schools? Alma Harris Assessment: What’s in it for schools? Paul Weeden, Jan Winter and Patricia Broadfoot Assessment What’s in it for schools? Paul Weeden Jan Winter Patricia Broadfoot London and New York First published 2002 by RoutledgeFalmer 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada by RoutledgeFalmer 29 West 35th Street, New York, NY 10001 This edition published in the Taylor & Francis e-Library, 2003. -
Electronic Evaluation: Facts, Challenges and Expectations
The Online Journal of New Horizons in Education - Ocrober 2019 Volume 9, Issue 4 ELECTRONIC EVALUATION: FACTS, CHALLENGES AND EXPECTATIONS Aissa HANIFI Chlef University ,Algeria, Algeria , Relizane , 48011 [email protected] & [email protected] ABSTRACT Due to its fundamental role in the teaching and learning process, the concept of evaluation has been widely tackled in academic spheres. As a matter of fact, evaluation can help us discriminate between good and bad courses and thus establishes a solid background for setting success to major courses’ aims and outcomes. Whether in electronic or paper form and whether as a continuous or periodic process, evaluation helps teachers to form judgement values and students’ development and achievements. With regard to electronic evaluation, more and more university Algerian teachers are performing it though with a low degree through the online Master and Doctorate theses works’ supervision, for instance .The current study aims at investigating the teachers’ attitude to the use of electronic evaluation as a means to evaluate students’ performance and progress. The other aim is also to shed light on other aspects of electronic evaluation which are still under limited experimental process and needs to be upgraded in the university departments’ database. This might include mainly the electronic course evaluation system and course work assignment electronic submission. Results which were collected through an online survey submitted in the form of Likert scale questionnaire to 16 teachers randomly selected across different Algerian universities revealed interesting findings. Most teachers agreed that electronic evaluation system can replace paper evaluation system forms since it saves much of the teacher’s time and energy. -
Tools and Possibilities for Electronic Assessment in Higher Education
E-ASSESSMENT: TOOLS AND POSSIBILITIES FOR ELECTRONIC ASSESSMENT IN HIGHER EDUCATION P. Miranda1, P. Isaias2, S. Pifano3 1Research Center for Engineering a Sustainable Development (Sustain. RD-IPS) Setubal School of Technology, Polytechnic Institute of Setubal (PORTUGAL) 2Institute for Teaching and Learning Innovation (ITaLI) and UQ Business School, The University of Queensland (AUSTRALIA) 3ISR Lab – Information Society Research Lab (PORTUGAL) Abstract Technology deployment in higher education is at a thriving stage, with an increasing number of institutions embracing the possibilities afforded by technological tools and a mounting interest from teachers who are becoming more familiar with the intricacies of technology. There are several aspects of higher education that have been digitalised and transformed by the constant technological advancements of key tools for learning. Assessment, as an integral part of learning, has also been adopting a growing number and variety of tools to assist the measurement of the learning outcomes of the students. This paper intends to examine the technology that is available to develop effective e- assessment practices. It reviews key literature about the use of technology to develop assessment in higher education to provide a comprehensive account of the tools that teachers can use to assist the assessment of their students’ learning outcomes. The e-assessment instruments that are presented in this paper have different degrees of complexity, ranging from simple e-exams to the use of complete gamified learning and assessment experiences. They represent varied solutions that can be adapted to an ample assortment of assessment scenarios and needs, and they extend the possibilities of assessment far beyond the limits of conventional grading, offering a more current and more adequate answer to the demands of the contemporary higher education sector. -
Electronic Assessment and Feedback Tool in Supervision of Nursing Students During Clinical Training
Electronic Assessment and Feedback Tool in Supervision of Nursing Students During Clinical Training Sari Mettiäinen Tampere University of Applied Sciences, Finland [email protected] Abstract: The aim of this study was to determine nursing teachers’ and students’ attitudes to and experiences of using an electronic assessment and feedback tool in supervision of clinical training. The tool was called eTaitava, and it was developed in Finland. During the pilot project, the software was used by 12 nursing teachers and 430 nursing students. Nine of the teachers participated in the interviews and survey, and 112 students responded to the survey. The data were mainly analysed with qualitative methods. In the eTaitava web-based user interface, the teacher constructs questions to map the students’ learning process, and sets them to be sent on a daily basis. According to the findings, four-fifths of the students responded to the questions almost daily. They thought the software was easy to use and answering the questions took about 5 minutes a day. Based on the students’ and teachers’ experiences, the use of the electronic assessment and feedback tool supported supervision of clinical training. It supported the students’ target-oriented learning, supervised the students’ daily work, and made it visible for the teachers. Responding to the software questions inspired the students’ cognitive learning, and based on the responses, the teachers noticed which students needed more support and could consequently allocate them more supervision time. Responding also supported the students’ continuous self-evaluation, and considering the responses structured the students’ and teachers’ final assessment discussion. By means of the electronic assessment and feedback tool, it is possible to promote learning during clinical training by challenging students to reflect on their learning experiences. -
Annual Review 2005/06 (2.77 MB PDF)
01 The University of Edinburgh Annual Review 2005/06 www.ed.ac.uk 2005/06 Our Mission The University’s mission is the advancement and dissemination of knowledge and understanding. As a leading international centre of academic excellence, the University has as its core mission: • to sustain and develop its position as a research and teaching institution of the highest international quality and to benchmark its performance against world-class standards; • to provide an outstanding educational environment, supporting study across a broad range of academic disciplines and serving the major professions; • to produce graduates equipped for high personal and professional achievement; and • to contribute to society, promoting health, economic and cultural wellbeing. As a great civic university, Edinburgh especially values its intellectual and economic relationship with the Scottish community that forms its base and provides the foundation from which it will continue to look to the widest international horizons, enriching both itself and Scotland. 59603_EdUni_AR2006 1 11/1/07 08:14:20 “ At the heart of all that we achieve are our students and staff, and our alumni and friends, and I must thank the entire University community most warmly for the great achievements of the last year.” 59603_EdUni_AR2006 2 11/1/07 08:14:20 03 The University of Edinburgh Annual Review 2005/06 www.ed.ac.uk 2005/06 Principal’s Foreword Each year the Annual Review presents us with the of these categories. It is these solid foundations opportunity to capture as best we can a fl avour which form the basis for the confi dent, forward- of the life of the University over the previous year. -
Competitive Analysis
Competitive Analysis This competitive analysis will provide you with the strengths, weaknesses, and key points of differentiation for the PreK programs you may face encounter in your territory. All programs included in this analysis are positioned as comprehensive PreK curriculums, designed to be used in either half or full day settings. Based on the most recent PreK standards, there are certain requirements that all comprehensive PreK programs must have. Because these are requirements, the areas listed below are not focused on in this document. • Research-based instructional strategies • Support for classroom management • Instruction in all key learning domains (social-emotional, oral language, reading, writing, math, science, social studies, physical development, etc.) • Modifications for lessons for special populations (3 year olds, children with special needs). Most of the programs included in this analysis were submitted for the Texas PreK Adoption in 2011, with the exception of Houghton Mifflin PreK and Investigator Club. Two additional programs (High Scope and Tools of the Mind) were submitted in the TX adoption and are not included in this document because they are deemed non-competitive in the market. Please see below for a brief overview and listing of the competition. Texas 2011 New Program Non-Competitive Scholastic (Big Day) X X Pearson (OWL) X X Frog Street X X Teaching Strategies X X McGraw Hill (DLM) X Sopris West (We Can!) X Houghton Mifflin Robert Leslie (Investigator Club) Tools of the Mind X X X High Scope X X X Competitive -
Electronic Management of Assessment (EMA): a Landscape Review
Electronic Management of Assessment (EMA): a landscape review August 2014 Author Dr Gill Ferrell “Electronic Management of Assessment (EMA): a landscape review” Author Dr Gill Ferrell © Jisc Published under the CC BY 2.0 licence creativecommons.org/licenses/by/2.0/ Contents Introduction 4 Information sources 6 General overview of landscape 8 Take up of EMA within institutions 9 Technologies in use 12 Processes 14 Pain points 16 A Life-cycle view 19 1. Specifying 21 2. Setting 23 3. Supporting 24 4. Submitting 25 5. Marking and production of feedback 27 Models of marking 28 Anonymous marking 29 Individual marking practice 29 6. Recording grades 31 7. Returning marks and feedback 33 8. Reflecting 34 Working with suppliers 36 Recommendations and next steps 37 References 39 Appendix 1: Summary of lifecycle issues 40 Appendix 2: Accessible and inclusive EMA 42 Appendix 3: List of institutions participating in Think Tank 44 Acknowledgements 44 Electronic Management of Assessment (EMA): a landscape review 4 Introduction Introduction The term electronic management of assessment (EMA1) is increasingly being used to describe the way that technology can be used to support the management of the whole assessment and feedback lifecycle, including the electronic submission of assignments, marking, feedback and the return of marks and feedback to students. We look in more detail at the components of this life cycle with their time management, being able to submit work later in this report: suffice it to say here that the effective in a way that suits them and receiving feedback that management of assessment and feedback is central to helps their longitudinal development. -
Alumni Distinctions; Honorary Degrees
REVIEW OF THE YEAR 2009/10 2009/10 REVIEW OF THE YEAR Alumni distinctions and honorary degrees Philanthropy Alumni distinctions The generosity of alumni, friends, companies, charitable trusts and current students and staff Bristol alumni excel in many fields. The following are among those who were awarded enhances the University’s teaching and research year on year. The collective impact of donations particular distinctions by external organisations in 2009/10. made to Bristol cannot be underestimated. And behind the numbers each gift takes on a life of its own as it touches an individual student or academic, enabling them to do more, faster. Fellow of the Royal Society CBE OBE Professor Peter Cawley Professor of His Honour Judge Keith Cutler (LLB 1971) Julia Fawcett (BA 1987) Chief Executive, Mechanical Engineering, Imperial College Circuit judge, for services to the Lowry Centre, for services to the arts in the In 2009/10, Bristol’s supporters 2009/10 Bristol Pioneers Mr John D W Pocock (BSc 1982) Mr Thomas J G Davies (BA 2000) donated in greater numbers and £25,000+ Mr Andrew Roberts (BSc 1968) Mr William G R Davies (BSc 1971) London (BSc 1975, PhD 1979) administration of justice North West Mr Geoffrey H Rowley (BA 1958) Mrs Alison C Davis (BSc 1984) Mr Graham H Blyth (BSc 1969) with ever-more generous gifts: Mr Daniel J O Schaffer (LLB 1986) Professor Richard N Dixon, FRS Mr Richard M Campbell-Breeden Professor Gideon Davies Professor of George Ferguson (BA 1968, BArch 1971, Simon Gillham (CertEd 1979) Director, Emeritus Professor -
Book: Observation and Assessment in Early Childhood Education
OBSERVATION AND ASSESSMENT IN EARLY CHILDHOOD EDUCATION Gina Peterson and Emily Elam College of the Canyons Book: Observation and Assessment in Early Childhood Education (Peterson and Elam) This text is disseminated via the Open Education Resource (OER) LibreTexts Project (https://LibreTexts.org) and like the hundreds of other texts available within this powerful platform, it freely available for reading, printing and "consuming." Most, but not all, pages in the library have licenses that may allow individuals to make changes, save, and print this book. Carefully consult the applicable license(s) before pursuing such effects. Instructors can adopt existing LibreTexts texts or Remix them to quickly build course-specific resources to meet the needs of their students. Unlike traditional textbooks, LibreTexts’ web based origins allow powerful integration of advanced features and new technologies to support learning. The LibreTexts mission is to unite students, faculty and scholars in a cooperative effort to develop an easy-to-use online platform for the construction, customization, and dissemination of OER content to reduce the burdens of unreasonable textbook costs to our students and society. The LibreTexts project is a multi-institutional collaborative venture to develop the next generation of open-access texts to improve postsecondary education at all levels of higher learning by developing an Open Access Resource environment. The project currently consists of 13 independently operating and interconnected libraries that are constantly being optimized by students, faculty, and outside experts to supplant conventional paper-based books. These free textbook alternatives are organized within a central environment that is both vertically (from advance to basic level) and horizontally (across different fields) integrated.