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C21 learning: ideas and tools for teachers
Curated by Jean Jacoby, Teaching Consultant (Online), Massey University
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Assessing Student Learning - five practical guides

Assessing Student Learning - five practical guides | C21 learning: ideas and tools for teachers | Scoop.it

After a decade of rapid expansion in Australian higher education, student numbers have grown considerably in many courses and subjects, especially at the undergraduate level.

Larger class sizes pose significant teaching challenges, not least in the assessment of student learning. Perhaps most troubling, large classes may limit the amount of feedback provided to students.


Via Dennis T OConnor
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Kaylin Burleson's curator insight, July 16, 2013 6:47 AM

Good thoughts/good ideas. 

Maureen Greenbaum's curator insight, July 20, 2013 6:41 PM

very detaiiled

Rescooped by Jean Jacoby from Business and Economics: E-Learning and Blended Learning
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Professional learning modules | Assessment for Learning

Professional learning modules | Assessment for Learning | C21 learning: ideas and tools for teachers | Scoop.it

Professional learning modules

The modules are text-based and can be easily downloaded and saved.

The first module, Introduction to Assessment for Learning, examines some of the basic ideas underlying formative assessment and seeks to establish a general understanding of Assessment for Learning...


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Rescooped by Jean Jacoby from Educational Technology in Higher Education
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Grading with Voice on an iPad

Grading with Voice on an iPad | C21 learning: ideas and tools for teachers | Scoop.it

One of the frustrating things I found in teaching online last semester was the lack of direct contact with students. The class felt impersonal, despite my efforts to give it life.

I found that especially frustrating when I graded assignments. The feedback seemed cold and distant, even as I as I tried to point out strong areas of writing and multimedia projects.


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Grading Group Work Effectively - Blog - SociologySource.com

Grading Group Work Effectively - Blog - SociologySource.com | C21 learning: ideas and tools for teachers | Scoop.it

So how do you hold students accountable for their contributions and promote a good collaborative process? A well designed assessment helps. Below I describe the assessment I use in my classes which you can download here.


Via Dennis T OConnor, Jenny Pesina
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Rescooped by Jean Jacoby from Business and Economics: E-Learning and Blended Learning
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Half an Hour: New Forms of Assessment: measuring what you contribute rather than what you collect

Half an Hour: New Forms of Assessment: measuring what you contribute rather than what you collect | C21 learning: ideas and tools for teachers | Scoop.it

Via Ana Cristina Pratas, Jenny Pesina
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Twitter Rubric

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Academic Administration - Keys to Successful Learning Assessment Systems - Magna Publications

Academic Administration - Keys to Successful Learning Assessment Systems - Magna Publications | C21 learning: ideas and tools for teachers | Scoop.it
Learning assessment systems are becoming more commonplace in higher education. This article outlines 4 challenges to these systems and offers solutions.

Via Dennis T OConnor
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Konstantinos Kalemis's comment, June 18, 2012 11:31 PM
Over the past decade, the rapidly growing realization of the importance of intangible assets and intellectual capital as a whole in the operation of organizations has led to the need to manage companies in a new way and to measure their performance in a new way.
In the business world where most of the organizational value is based on intangible assets, the ability to recognize and estimate the sources of this value has become vital for companies. In order to be able to manage intellectual assets we have to recognize where this value is coming from and how it is created in an organization. It has become very popular to define and study intellectual capital, and several authors have tried to define it in a unique way and propose their own measurement methods.
Though the definitions of intellectual capital are all very similar, describing more or less the same source of intellectual assets, the approaches to measure them differ substantially. They differ primarily in the purpose of the measurement, where some methods are more appropriate for external communication and some for internal use. But what is common to all the methods is their difficult implementation in practice. There are several problems with the implementation of different measurement methods, such as the lack of necessary data, of accounting standards for intellectual capital, and of detailed method descriptions. Some of these limitations can be overcome by approximation, by subjective evaluation or simply by choosing a different method.
The key elements have evolved through just being there, to physical capital dominated to organizational capital dominated and now to human capital dominated. It could be argued that agricultural and industrial societies required human capital too, however, in these societies the use of humans tended to be as extensions of machines rather than as assets employing the intellectual capital attributes of humans such as intellectual agility and creativity.