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eNetColorado January 2013 Courses – Make Sure You Sign Up ...

Intel® Teach Elements: Assessment in 21st Century Classroom - Assessment in 21st Century Classrooms is an interactive e-learning experience that offers an in-depth look at assessment that meets the needs of 21st century ...
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Online Learning Assessment, Mastery Learning
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Klausuren am Computer: Durch die Prüfung klicken - bildungsklick.de

Klausuren am Computer: Durch die Prüfung klicken - bildungsklick.de | E-Assessment - Online Learning Assessment | Scoop.it

Das Semester endet, die Korrekturen kommen – auf den Schreibtischen stapeln sich Prüfungen. In Mainz ist manches leichter: Seit zehn Jahren können Dozenten Klausuren am Computer schreiben lassen. Der korrigiert binnen Sekunden. Doch die E-Klausur hat ihre Tücken.

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Peer assessment for massive open online courses (MOOCs) | Suen | The International Review of Research in Open and Distance Learning

The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.

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Self Assessments im MINT-Bereich / Self-Assessments / MINT Studium / Startseite - MINT

MINT-Orientierungstest der Hochschule Coburg Mit dem MINT-Orientierungstest der Hochschule Coburg kannst du herausfinden, ob ein MINT-Studium für dich die richtige Wahl ist - und wenn ja, welches Fach für dich besonders in Frage kommt. Der Test besteht aus Fragen und Aufgaben aus verschiedenen Fächern, die dem Studienangebot der Hochschule Coburg entsprechen. Ob Automatisierung und Robotik, Automobiltechnik und Management, Bioanalytik, Elektro- und Informationstechnik, Erneuerbare Energien, Informatik, Maschinenbau und Technische Physik: Finde heraus, welches MINT-Fach am Besten zu dir passt!
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Visual Assessment Guide « rossparker.org

Visual Assessment Guide « rossparker.org | E-Assessment - Online Learning Assessment | Scoop.it

"What started last year as a Self Assessment Guide, has been reworked into a more general tool for assessment. This new guide is suitable for teacher, peer or self assessment and also offers a visual map of what we want students to learn (with highlighting of which concepts are most important). Although still ICT specific, this guide could be adapted to any subject by changing the attributes and keywords."


Via Beth Dichter, Julie Tardy
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Beth Dichter's curator insight, May 30, 8:33 PM

Check out this revised assessment tool from Ross Parker. In the post he shares his experience with using this for a year and the awareness that the tool was not as functional as he had hoped. In brief, he has made four shifts.

1. Taking a tool designed for self assessment and realizing that the same time used throughout the year gets old quickly. Therefore, it is redesigned to "more general, useful for teachers and peers to use."

2. A shift from strands (high level learning outcomes), to attributes (which allows the tool to be used by students over many years as their knowledge and skills grow).

3. A move away from levels or grades to a focus on ways of learning.

4. Allowing students to determine levels rather than assigning them based on personal view.

Last year this tool was well received and this new version brings it up to a new level. Consider using this with students and perhaps have them keep a copy of it asking them to review it later on in the school year. You can download a pdf version of the tool from the website.

niftyjock's curator insight, June 1, 6:22 PM

great evaluation tool

SueFoS's curator insight, June 1, 8:47 PM

Interesting way to approach self-assessment in vocational areas. Could be adapted easily

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Assessment in the Classroom: Informing Teaching and Learning

Assessment in the Classroom: Informing Teaching and Learning | E-Assessment - Online Learning Assessment | Scoop.it
By Chris Gareis and Leslie Grant, The College of William & Mary Formative assessment is getting all kinds of attention these days. Open any journal, attend any conference, or glance at any commercial publisher’s catalog, and you will find a plethora of articles, sessions, and off-the-shelf products. Of course, the idea and practice of using formative assessment as part of the teaching and learning process is not new. Michael Scriven is credited with describing the concept in 1967. We believe that assessment is an inherent element of the teaching and learning process; therefore, in our work with teachers and education leaders, we define formative assessment as the assessment of student learning integrated into the act of teaching (Gareis & Grant, 2008). There are innumerable examples of what formative assessment can look like in the classroom, such as the Socratic Method, Do-Now activities, Exit Cards, Thumbs-Up/Thumbs-Down, personal whiteboards, and many more instructionally based practices for determining the current understanding of students. There are also more formal (and often more reliable) means, such as using performance-based assessments and accompanying scoring rubrics, or administering pre- and post-tests of key knowledge and skills. It is not the instrument or technique that is, in self, formative. It is the teacher’s use of the student’s performance on the instrument or with the technique to help form the student’s learning that makes the assessment formative. As educators, viewing assessment as an integral component to instruction (and not solely as a summative indicator of learning) makes intuitive sense. So why does it need our attention? We conclude with a few, brief reasons. First, research during the past decade has increasingly confirmed that teachers’ formative assessment practices in the classroom can significantly contribute to improved student learning. Consider the findings of the Assessment Reform Group from England beginning in 1999. This research team found that students gain roughly the equivalent of one to two grade levels in learning in classrooms that use formative assessment practices effectively. Second, most teachers—veterans and novices alike—are not adequately prepared in the domain of assessment. There is strong evidence of this going back to Rick Stiggins’ work in the early ‘90s and continuing to the present day with recent reports from professional associations such as AACTE and CAEP. Third, we are all aware that we are currently in an era of high-stakes assessment and accountability that places increasing emphasis on external standardized assessments. In our experience, the prolonged and often pejorative emphasis on accountability assessments has wreaked havoc on teachers’ practical use of assessment in the classroom. To conclude, here is what we believe: Using assessment effectively in the classroom is inherent to good teaching, but, for a variety of reasons, classroom-based assessment practices are diminished and even misused in our current accountability era. Our aim is to help teachers and school leaders reclaim the use of assessment in the classroom as a means to inform teaching and, ultimately, student learning. If you would like to learn more, join us this summer at the 2014 ASCD Conference on Teaching Excellence. You can search for our session, Teacher-Made Assessments: Connecting Curriculum, Instruction, and Student Learning (1101/1401), on the conference app or here.
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2511_9783834013286fl.pdf

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Kosten- und Leistungsrechnung: Digitale Probeklausuren motivieren, früher mit dem Lernen anzufangen | eLearning-Blog

Kosten- und Leistungsrechnung: Digitale Probeklausuren motivieren, früher mit dem Lernen anzufangen | eLearning-Blog | E-Assessment - Online Learning Assessment | Scoop.it

Eine schöne Geschichte: Zwei BWL-Studenten belegen das Online-Seminar “Virtuelle Kompetenzen I – Vom eLearning zum eTutor”von Dr. Angela Peetz, der Leiterin des Zentralen eLearning-Büros. Didaktisch inspiriert und mit einem Vertrauensvorschuss von Dr. Remmer Sassen ausgestattet, nehmen die Studenten auch am anschließenden Projektkurs “Virtuelle Kompetenzen II – vom Konzept zur Praxis” teil. Dort entwickeln sie für das BWL-Pflichtmodul “Kosten- und Leistungsrechnung” einen OLAT-Kurs. Damit wollen sie ihre Kommilitonen vor allem dazu motivieren, sich frühzeitig auf die Klausur vorzubereiten. Als Tutoren wissen sie, dass die Chance auf eine gute Note wesentlich davon abhängt, ab wann man damit beginnt, sich “diese eine Formel” einzuprägen. Sie setzen auf digitale Probeklausuren, die sie mit mit Onyx erstellen. Im großen Test mit 700 Teilnehmern geht zunächst der Server in die Knie, doch das RRZ reagiert prompt und später wird alles gut. Die Wiederholung verläuft problemlos. Die beiden Studenten – Remmer Sassen konnte sie im Rahmen des Förderprogramms der Fakultät finanziell unterstützen – ernten schließlich viel Anerkennung. Ihre Kommilitonen loben das digitale Projekt, und viele Teilnehmer der Probeklausuren schließen die Lehrveranstaltung mit besserer Note ab. Am Ende werden die beiden Studenten eingeladen, auf der großen eLearning-Tagung Campus Innovation zu berichten (Video). Und jetzt schreibt auch das neue Uni-Magazin 19NEUNZEHN über Maximilian Behrmann und Willi Ceschinski.

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Don't just think question types... think questions... then types

Don't just think question types... think questions... then types | E-Assessment - Online Learning Assessment | Scoop.it

In my role, I see many module leaders present themselves with assessment questions that have been written to fit the question types offered by Blackboard (Course Resources).  In my opinion this does not always lead to effective assessment as what we are presenting to students is a collection of questions that Blackboard can handle rather than an assessment.  For example I recently saw 3 questions that collectively was supposed to ask about the students’ knowledge of the statistical averages.  The question asked was ‘What is the mean / medium / mode of the following numbers?’.  This was followed by a range of numbers and the student could pick a number from a selection presented.

This had been written after whoever wrote it had seen the question types and rather than thinking ‘what do I need to assess?’ (i.e. the students’ ability to differentiate between the different statistical averages), just simply written some simple maths questions which could be guessed at.

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Learning, Leading and Reflecting: 10 principles of formative assessment

Learning, Leading and Reflecting: 10 principles of formative assessment | E-Assessment - Online Learning Assessment | Scoop.it

10 principles of formative assessmentIn the latest issues of Educational Leadership, Carol Ann Tomlinson discusses the 10 principles that should guide the use of formative assessment.  Here is the shortened version for people who are on the run.

1. Help students understand the role of formative assessment.   One of the issues that our teachers are dealing with right now is how students may not take these assessments seriously.  The student response is typically, "Oh, I thought since this wasn't graded I didn't need to try." Grading hinders the use of FA, but that's for another blog.  When we use formative assessment we need to thoroughly explain to kids what this is for and why.  
2. Begin with KUD's. Tomlinson defines KUD as, "What is most important for students to KNOW,UNDERSTAND, and be able to DO as a result of the segment of learning.(p. 12)" When using formative assessment I believe it is important to pinpoint and establish our learning intentions.  Do we talk about the lesson objective and do we write it on the board?  We need to talk about what it is we are trying to learn.   

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10 Assessment Design Tips for Increasing Online Student Retention, Satisfaction and Learning

10 Assessment Design Tips for Increasing Online Student Retention, Satisfaction and Learning | E-Assessment - Online Learning Assessment | Scoop.it
How much time do we put into the design of the assessment plans in our online courses? Is most of that time focused upon summative graded assignments that factor into the course grade? Or, do they also include opportunity for practice and informal feedback?

Via Dennis T OConnor
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Ivon Prefontaine's curator insight, February 24, 5:46 PM

They make sense, but ask teachers about authentic assessment. It is still thought of as an isolated activity where the student does their project alone. That is not the way of the world and has not been forever. We work and learn together. Why not assess together?

Dr Seroya Crouch's curator insight, February 25, 3:09 AM

Good ideas for better assessment of online courses!

Dr Pam Hill's curator insight, February 25, 9:19 AM

Wonderful article that challenges us to think through the online assessments and their prep!

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start - Wiki E-Klausuren

start - Wiki E-Klausuren | E-Assessment - Online Learning Assessment | Scoop.it

Klausuren und schriftliche Prüfungen lassen sich mithilfe des Einsatzes von Computern und verschiedener Prüfungsplattformen automatisieren. Man spricht in diesem Zusammenhang von elektronischen Klausuren (E-Klausuren). Anstatt vor einem Stapel Papier sitzen die Studierenden dabei vor einem PC bzw. Laptop. Die Klausurauswertung geschieht je nach Fragentypus vollkommen automatisiert und kann auf diese Art wesentlich zeitsparender durchgeführt werden. Im Rahmen der Bologna-Reform und dem dadurch gestiegenen Prüfungsaufkommen sind E-Klausuren ein adäquates Mittel, den heutigen Anforderungen zu begegnen. Im IDA-Projekt „Chancen und Herausforderungen von E-Klausuren testen“ (siehe Beitrag im Blog der Impulswerkstatt Lehrqualität) werden derzeit erste Erfahrungen hierzu gesammelt.

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Technische Hochschule Wildau (FH) - TH Wildau : Hinweise zur Erstellung

Hinweise zur Erstellung von elektronischen Fragen und Assessments

Die Durchführung von Tests in elektronischer Form erfordert teilweise eine andere Formulierung der Fragen oder Aufgabenstellungen. Dies betrifft jedoch lediglich die Form. Das Anforderungsniveau der Fragen darf dadurch nicht verändert werden. Auch verändert sich der Gegenstand des Assessments dadurch nicht. Wenn beispielsweise Anwendungswissen geprüft werden soll, erfolgt durch das elektronische Assessment keine Verschiebung zugunsten der Prüfung von Faktenwissen.

 

Hier finden Sie Hinweise

für die Erstellung von E-Fragenfür verschiedene Fragetypenfür die Erstellung von Assessments (Tests)
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Online Quizzes for Regional Geography

Online Quizzes for Regional Geography | E-Assessment - Online Learning Assessment | Scoop.it

"For Regional Geography, I ask that all my students take an online quizzes before coming to class because it is very difficult to intelligently discuss European issues if you don’t know the countries of Europe, where they are and what other countries are on their borders.  Quizzes and knowing places doesn’t define geography, but if geography were English literature, knowing about places could be described as the alphabet–before you write a sonnet or critique an essay, you better know your ABC’s and basic grammar.  Given that, I like the Lizard Point Geography quizzes, Sheppard Software quizzes and those from Click that ‘Hood; they are simple, straightforward and comprehensive."


Via Seth Dixon, AckerbauHalle
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AckerbauHalle's curator insight, January 24, 12:44 AM

Kleiner Beitrag zur Geographie: Ein online Spiel um regionale Kenntnisse zu erweitern 

Mirta Liliana Filgueira's curator insight, February 2, 6:52 PM

Exámenes en línea para Geografía.

SFDSLibrary's curator insight, May 13, 8:16 AM

Quizzes to test a students knowledge of places and countries.

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Badges for skill recognition and recruiting

Presentation on using open badges for skill recognition and recruiting - insights from the project "Credit Points" (Berlin, Germany)
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E-portfolio und Badges

E-Portfolio und Badges / Vortrag beim VFH Symposium 2014, 19.06.2014 Lübeck, VFH - Virtuelle Fachhochschule: http://www.vfh.de/
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Prüfungsrecht an der TU Dresden – Interview mit unserem Gastreferenten Dr. Michael Beurskens » E-Teaching

Prüfungsrecht an der TU Dresden – Interview mit unserem Gastreferenten Dr. Michael Beurskens » E-Teaching | E-Assessment - Online Learning Assessment | Scoop.it

Herr Beurskens, elektronische Prüfungsformate haben in verschiedenen Bereichen rechtlichen Regelungsbedarf. Wie gut sind elektronische Prüfungsformate mit Prüfungsordnungen in der Regel vereinbar?

Da Prüfungen an einer Hochschule in der Regel für die Zulassung zu einem Beruf entscheidend sind, beschränken sie das Grundrecht auf freie Berufswahl. Wer endgültig nicht besteht oder eine schlechte Note erhält wird möglicherweise lebenslang davon abgehalten, seinen Traumberuf auszuwählen. Aus diesem Grund müssen alle „wesentlichen“ Fragen der Prüfung vorher einheitlich und vergleichbar definiert sein, um Klarheit und nachträgliche Überprüfbarkeit zu gewährleisten.

Für elektronische Prüfungen ist das aber meist ein Nachteil, da in den meisten Prüfungsordnungen (so auch an der TU Dresden) eine Prüfung am Computer nicht ausdrücklich angesprochen ist. Dies ist Anlass für erhebliche Unsicherheit – nicht nur bei den Lehrenden, sondern auch bei den Gerichten. Aus Vorsicht wird daher Zurückhaltung geübt oder intensiv und detailliert reguliert. Beide Wege sind aber mit Gefahren verbunden.

Besondere Anforderungen bestehen aber unstreitig für Multiple Choice Prüfungen, denn dort ist der menschliche Korrekturfaktor minimal, sodass sich eine falsche Fragestellung fatal auf die Bestehensquote auswirkt. Daher werden detaillierte Regelungen verlangt. Vorbildlich aber auch sehr voluminös ist insoweit etwa dieAllgemeine Prüfungsordnung der Universität Göttingen, die diese Frage in § 15 Abs. 14 detailliert über mehrere Seiten regelt.

Aus Tradition hat freilich niemand Bedenken, dass Computer im Rahmen von Projektarbeiten, Haus- und Seminararbeiten, Bachelorarbeiten, etc. genutzt werden. Hier treten die Probleme erst auf, wenn man die jeweiligen Arbeiten automatisch auf Plagiate durchforsten will und die Studierenden widersprechen.

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Assessment and Rubrics

Teachers who integrate technology into student activities and projects often ask us this question - “How do I grade it?”


Fundamentally, assessing multimedia activities and projects is no different than evaluating traditional assignments, such as written essays. The primary distinctions between them are the unique features and divergent possibilities associated with their respective medium. For instance, a blog has a unique set of possibilities (such as hypertext, embedded video, interactive imagery, etc) vastly different than those of a notebook (paper and pen notes and drawings within a contained document).

 

The first thing to realize is that you cannot separate the user from the device. iPads, Chromebooks, and tech tools themselves don’t demonstrate great learning; it’s about what students do with the technology that matters. The technology itself is simply neutral. Consider: would a teacher grade the pen a student used to write an essay? Of course not! They grade what the student writes. It’s what students create with the tool that is at the heart of learning and assessment.


Via Alfredo Calderon, Edumorfosis, juandoming
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Sich selber korrigieren – auch eine Form des Prüfens | Gabi Reinmann

Sich selber korrigieren – auch eine Form des Prüfens | Gabi Reinmann | E-Assessment - Online Learning Assessment | Scoop.it

Nun ist es erst ein paar Tage her, dass ich eine Art Tabelle zum Thema Prüfungen hier in diesem Blog veröffentlicht habe – wohl gemerkt als allerersten Entwurf meiner Überlegungen. Mir war von Anfang an klar, dass das theoretisch nicht konsistent ist, zumal da “mündliche – schriftliche – praktische Prüfungen” nicht auf EINER Dimension liegen. Trotzdem findet man das genau so relativ oft auf Web-Seiten von Universitäten (z.B. auch bei der TUM – siehe hier). Mir ist dann selber aufgefallen, dass wahrscheinlich die tabellarische Darstellung ungünstig ist und ein Entscheidungsbaum sinnvoller sein könnte, bei dem man mit mehreren Dimensionen arbeiten kann. Ich habe das jetzt mal versucht und revidiere mich hiermit zeitnah gleich mal selber:

akademisches Prüfen

Wenn es darum geht, ein Modell zu entwickeln, das auch anschlussfähig an die gängige Praxis ist, dann scheint man – so mein aktueller Stand – nicht daran vorbeizukommen, zunächst einmal Kompromisse in der Konsistenz des Modells zu machen. Ziel wäre freilich – wenn man mal in der Prüfungspraxis weiter ist -, diese Phase zu überwinden und sowohl Ordnungs- als auch Gestaltungsdimensionen zu finden, die sich empirisch bewähren UND theoretisch konsistent sind.

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Prüfungsformen_Mai2014.pdf

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Remote Proctor | Vanderbilt University School of Nursing

Remote Proctor | Vanderbilt University School of Nursing | E-Assessment - Online Learning Assessment | Scoop.it
Information about Vanderbilt University School of Nursing, advanced practice nursing and general health care issues. Information is intended for students, staff and faculty of the Vanderbilt University community and the World Wide Web community.
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The Coming Age of Instructionally Integrated Testing

The Coming Age of Instructionally Integrated Testing | E-Assessment - Online Learning Assessment | Scoop.it

Standardized testing has been a staple of American education for more than a half century, and has become particularly prominent in public schools—some might say invasive—since the passage of the No Child Left Behind Act of 2001. But while it's not likely that standardized tests in schools will be going away anytime soon, there are definite signs that the assessment field is in a period of transition—brought about by, among other factors, widespread dissatisfaction with conventional testing formats, advancements in technology, and the implementation of the Common Core State Standards.

To get some insight on what the near future of assessment might look like for teachers, we talked to James W. Pellegrino, a widely recognized expert on cognitive science, psychometrics, and educational technology. Pellegrino is co-director of the Learning Sciences Research Institute and a distinguished professor of education at the University of Illinois at Chicago. He was also co-chair of the Gordon Commission on the Future of Assessment in Education, which produced a high-profile report last year arguing that testing needs to be radically re-imagined and more closely integrated with classroom-based teaching and learning.

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E-Assessement-Workshop-2011-DS_DB.pdf

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Safe Exam Browser

Safe Exam Browser | E-Assessment - Online Learning Assessment | Scoop.it

Safe Exam Browser wurde an der EDUCAUSE Annual Conference 2013 in Anaheim, USA vorgestellt. Die Folien der Präsentation mit dem Titel "E-Assessment Challenges: How to conduct secure e-exams with open source solutions and BYOD" sind elektronisch verfügbar.SEB wurde an der DeLFI 2013 im Rahmen der interdisziplinären Fachtagung "Interaktive Vielfalt" in Bremen, Deutschland vorgestellt. Das Text und Bildmaterial der Poster-Session mit dem Titel "Kompetenzorientiertes Prüfen mit virtueller Desktop-Infrastruktur und Safe Exam Browser" ist auch digital verfügbar. Ausserdem haben wir eine technische Beschreibung eines generellen Konzeptes für Prüfungen mit Verwendung von VDI und Safe Exam Browserveröffentlich.


Via Elke Lackner
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A Visual Chart on Summative Vs Formative Assessment ~ Infographic

A Visual Chart on Summative Vs Formative Assessment ~ Infographic | E-Assessment - Online Learning Assessment | Scoop.it

Via Ana Cristina Pratas
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Gonzalo Abio's curator insight, February 6, 7:20 AM

Siempre vale tener presente estas dicotomías

PCGS_rEDUcation's curator insight, February 6, 1:12 PM

Siempre has dicho como profesor que los alumnos han de venir a clase a aprender y no a sacar nota.

A pesar de que tus exámenes reflejen una gran parte de su nivel de conocimientos y competencias, dales una oportunidad para aprender de otra manera: súmate la Evaluación Formativa!

Reserva un tiempo a diario/semanalmente para comprobar cómo marcha su aprendizaje y toma las acciones necesarias que salgan de esos controles.

No te conformes con averiguar solo lo que saben con las pruebas estandarizadas. Da un paso más y aprende sobre tu propia manera de enseñar.

¿Te atreves?

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Hochschulen: Tasten statt Stift: E-Klausuren auf dem Vormarsch - Campus

Hochschulen: Tasten statt Stift: E-Klausuren auf dem Vormarsch - Campus | E-Assessment - Online Learning Assessment | Scoop.it
Sie sind schneller zu korrigieren und in manchen Fällen sogar fairer: elektronische Tests am Computer. Daher setzen viele Hochschulen auf E-Klausuren. Allerdings kann es rechtliche Probleme geben - und die Technik muss mitspielen.
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