e-Assessment
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e-Assessment
Articles on creative, innovative and possibly contentious ideas and topics relating to e-Assessment and assessment for learning.
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Rowin’s Blog: The evaluation of assessment diaries and GradeMark at the University of Glamorgan

Rowin’s Blog: The evaluation of assessment diaries and GradeMark at the University of Glamorgan | e-Assessment | Scoop.it

Another useful blog post by Rowin Young from JISC CETIS about an evaluation project at University of Glamorgan that is part of the JISC Assessment and Feedback Programme Strand B.

 

The project will evaluate variation of adoption of assessment diaries, which were introducted for scheduling and planning assessment, and to deal with assessment bunching. The use of GradeMark will also be reviewed regarding how it might address student dissatisfactions with feedback. The blog post covers some of the benefits the University has already identified through using the approaches and systems mentioned above.

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Rescooped by grainnehamilton from e-Assessment in Further and Higher Education
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Rowin’s Blog: The e-Feedback Evaluation Project... for language learning

Rowin’s Blog: The e-Feedback Evaluation Project... for language learning | e-Assessment | Scoop.it

"Assessment of language learning naturally presents some unique challenges for both teaching staff and learners. Regular practice of both spoken and written language production is a vital part of language training and requires a significant amount of ongoing feedback to support the acquisition of competence in the subject. In a distance learning context in particular, but similarly in any setting where feedback is provided asynchronously rather than face-to-face, providing meaningful feedback on spoken texts especially is challenging, often requiring spoken feedback to correct pronunciation and structuring errors.

 

The focus of the eFeedback Evaluation Project (eFEP),... is the impact of the combination of both spoken and written feedback on language learning."

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Rescooped by grainnehamilton from e-Assessment in Further and Higher Education
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'Badges' Earned Online Pose Challenge to Traditional College Diplomas | LinkedIn

I found this a useful article on badges. It covers the DML Open Badges competition and provides a range of examples of where badges are currently being used to credentialize learning and hard and soft skill, as well as considering implications for accreditors and employers. 

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Announcing the Stage One Winners of the Teacher Mastery and Feedback Badge Competition

Announcing the Stage One Winners of the Teacher Mastery and Feedback Badge Competition | e-Assessment | Scoop.it

The 4th HASTAC/MacArthur Foundation Digital Media and Learning Competition today announced the 16 winners of Stage One of the Teacher Mastery and Feedback Badge Competition, held in conjunction with the Badges for Lifelong Learning Competition and in collaboration with the Mozilla Foundation.

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Rescooped by grainnehamilton from e-Assessment in Further and Higher Education
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RSC e-Assessment: What are Open Badges?

RSC e-Assessment: What are Open Badges? | e-Assessment | Scoop.it

A brief overview of the Mozilla Badge System Framework and a pilot being run by the School of Webcraft using the framework.

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Rescooped by grainnehamilton from Accessibility and Inclusion technologies
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The female voice - we need feedback on free text to speech for post 16 learners

The female voice - we need feedback on free text to speech for post 16 learners | e-Assessment | Scoop.it

Learners recently helped us choose the male voice for text to speech for post 16 learners. We had over 350 responses from a wide range of learning contexts and ages!

Now we need your learner’s to help us select from 7 female voice actors to decide who will form the basis of a new, free high quality synthetic speech voice. With a high quality female voice to supplement the male voice we hope to open up the world of free high quality text to speech to everyone in FE, skills and HE sectors. We’ve got a range of voices with a good mix of regional accents to select from.

 

It’s quick, its easy, its online and the deadline is 21st December…

There are 7 voices each speaking for less than a minute and you can listen to them all and score them at http://tinyurl.com/jtdVoice2

 

Please can you forward this to your best contacts working directly with learners to ask them to invite / encourage / cajole students to listen to them and rate them for us in before the end of term and certainly before 21st December? It’s a quick job – only 4 questions and a Yes/No recommendation per voice.

Once again, apologies for the rush – we’re trying to work around Christmas!

Many thanks


Via terrymc
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Rescooped by grainnehamilton from e-Assessment in Further and Higher Education
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Web-based collaborations for undergraduate science experiments (via Electronic Lab Notebooks)

Latest presentation from the Transforming Assessment series of webinars, run by the University of Adelaide. This webinar is presented by Brynn Hibbert and Douglas Duffy (University of New South Wales, Australia) and Rosanne Quinnell (University of Sydney), who discuss using Open Source and Open Access Electronic Laboratory Notebooks (ELN) for web based collaborations in undergraduate science experiments. Enabling global scientific experiments and peer assessment, the webinar covers some challenges which include parity when assessing across international boundaries, benchmarking assessment practice across different Universities, assessments with no 'right' answer and privacy vs open access feedback. 

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Rescooped by grainnehamilton from future school
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Augmented Reality and M-Learning

Augmented Reality and M-Learning | e-Assessment | Scoop.it

Interesting article explaining Augmented Reality (AR) and some of the possible applications for learning. In terms of assessment, AR could be used by students to self-direct their own learning while on a field trip, discovering facts and related information to what they are looking at, which could then be followed up by assessment to check what has been learnt; ipsative assessment could take place through games based AR, where the avatars in the game interact with the immediate environment etc. Some intriguing possibilities...


Via Steve Wheeler
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Rescooped by grainnehamilton from Electronic Portfolio
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Education Week's Digital Directions: E-Portfolios Evolve Thanks to Web 2.0 Tools

Education Week's Digital Directions: E-Portfolios Evolve Thanks to Web 2.0 Tools | e-Assessment | Scoop.it

Some interesting uses of a range of technologies and processes to create digital portfolios. The article focuses on schools but I think there are ideas here for documenting a learning journey in other contexts..."New technologies are making it quicker and easier than ever to create digital portfolios of student work, a method of assessment experts say increases student engagement.


Via Gary Bertoia
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Creative Commons for Music Educators... how to access and attribute free music or visual media

Want to incorporate music or visual media into your assessments? This Creative Commons booklet provides links to royalty free resources and advice on how to attribute work or license your own work for re-use. (Note: requires Adobe Flash plugin.)

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Publication: Making mobile learning work: case studies of practice | ESCalate

Publication: Making mobile learning work: case studies of practice | ESCalate | e-Assessment | Scoop.it
Practical examples and pedagogical approaches for mobile learning and assessment. Case studies are taken from UK education and the publication, edited by John Traxler and Jocelyn Wishart, includes a practitioners checklist for mobile learning.
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Game-Based Learning: What it is, Why it Works, and Where it's Going

Game-Based Learning: What it is, Why it Works, and Where it's Going | e-Assessment | Scoop.it
'Education is not the filling of a pail, but the lighting of a fire.' –William Butler Yeats. Deconstruct the fun in any good game, and it becomes clear that what makes it enjoyable is the built-in learning process... This article provides a quick introduction to the characteristics of a game and how these can be harnessed for learning. Features a comparison of 'traditional' vs games based learning and how these can support assessment and feedback.
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Rescooped by grainnehamilton from e-Assessment in Further and Higher Education
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Rowin’s Blog: Evaluating feedback for elearning: centralised tutors

Rowin’s Blog: Evaluating feedback for elearning: centralised tutors | e-Assessment | Scoop.it

"Providing fast, focused feedback to a cohort of 200 busy professionals undertaking vocational distance learning with tuition provided by a diminishing number of tutors, a number of whom are part-time, is definitely a challenging undertaking, and one for which the TQFE-Tutor system at the University of Dundee provides an innovative centralised approach. The Evaluating Feedback for eLearning: Centralised Tutors (EFFECT) project, part of the JISC Assessment and Feedback programme Strand B, will be exploring the impact of this system and considering ways of further refining the process to maximise efficiency and student benefits."

 

This post provides an overview of a centralised tutor support system and apparent benefits, such as supporting independent learning, peer interaction, streamlining the assessment process and reducing administrative workloads.

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Rescooped by grainnehamilton from Badges for Lifelong Learning
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Validating Open Badges | Jon Buckley

Validating Open Badges | Jon Buckley | e-Assessment | Scoop.it

This is quite a technical post on developing open badges, in particular focusing on badge validatation (which will clearly be required to check that a badge is genuine and issued from the issuer it says it's from to the issuee). You can see an example of what an open badge might look like and how verification might work.

 

"Last week I had the opportunity to work with Brian Brennan, who is the technical lead on Mozilla’s Open Badges project. One of the problems that interested me during the work week was validating open badges.

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 I built a demo that showed off in-browser verification of badges. I’d love to see the badge spec continue to evolve, and become even more robust. The next step is signing badges is going to ensure that they can’t be tampered with. It should be interesting to verify that inside the browser. It’d also be good to switch to the ‘iTXt’ PNG chunk, which is designed to hold international text, such as URLs."


Via DML Competition
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Rescooped by grainnehamilton from Augmented Collective Intelligence
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Notes on cultivating a personal learning network

Notes on cultivating a personal learning network | e-Assessment | Scoop.it

"I decided that this very quick guide, developed by thinking aloud with my Twitter PLN, counts as useful info on augmented collective intelligence. A personal learning network IS a tool for augmented collective intelligence. -- Howard."

 

Not specifically about e-assessment but useful tips on building up a network, providing access to expertise, ideas etc that can be used for research, revision, gaining different perspectives on a subject etc.


Via Howard Rheingold
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Rescooped by grainnehamilton from e-Assessment in Further and Higher Education
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RSC e-Assessment: Open Badges, MOOCs and Recognising Lifelong Learning

RSC e-Assessment: Open Badges, MOOCs and Recognising Lifelong Learning | e-Assessment | Scoop.it

I'm quite excited by the possibilities of open badges and how they could impact lifelong learning. In this post I consider my own experience of participating in a MOOC (Massive Open Online Course) and how badges might have been useful within that kind of learning scenario. I also start to explore how an open badge framework might support the range of ways in which we learn and help develop skills for lifelong learning.

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RSC e-Assessment: Why I would like to use Open Badges for Assessment

RSC e-Assessment: Why I would like to use Open Badges for Assessment | e-Assessment | Scoop.it

Assessment linked to open badges has been generating some interest lately. The concept of badges has come from gaming, where they can be gained as recognition of certain achievements while participating in a game but there has been interest in them recently in other contexts... In this blog post I discuss why I would like to have used open badges in my own learning and employment scenarios and how they might help to bridge formal and informal learning spheres and help us to accredit rapidly evolving skills, attributes and literacies. 

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Rescooped by grainnehamilton from Augmented Collective Intelligence
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Forecast 2020: Web 3.0+ and Collective Intelligence

Forecast 2020: Web 3.0+ and Collective Intelligence | e-Assessment | Scoop.it
"Let's focus on the resulting element - the "collective intelligence". Think about it as billions of human brains working using future super computers as a platform. Massachusetts Institute of Technology (MIT) professor Srini Devadas described "collective intelligence" as consisting of two pillars: cloud computing and crowd computing. Cloud computing is using the Internet as a platform and making access to information available to everyone. Crowd computing, according to him, involves the analysis of information into "collective intelligence" far beyond what we have today."
Via Howard Rheingold
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Infographic: Next Steps in Mobile Learning | Mobile Learning Blog

Infographic: Next Steps in Mobile Learning | Mobile Learning Blog | e-Assessment | Scoop.it

Useful infographic for thinking about / planning the implementation of mobile learning for teaching, learning and assessment.

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Rescooped by grainnehamilton from Accessibility and Inclusion technologies
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Open Badges and Assessment: implications for inclusive practice

Open Badges and Assessment: implications for inclusive practice | e-Assessment | Scoop.it

I've always liked the concept of badges to establish and disseminate skills within a network. My colleague Lisa has picked up and blogged on an example:

'The Open Badges and Assessment forum is looking at “investigating new ways to credentialize learning With the upcoming release of Mozilla’s Open Badges framework this group is an opportunity for educators and interested parties to discuss the...


Via terrymc
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Creative Commons Licence Compatibility Wizards

Creative Commons Licence Compatibility Wizards | e-Assessment | Scoop.it
Are you interested in mash-ups and re-using other people's content in assessment? Creative Commons licenses give you copyright information up front so you know how you can re-use the content... These Creative Commons Compatibility Wizards can be used to determine the range of Creative Commons licences which are compatible with each other when blending Creative Commons licensed resources to create new Open Educational Resources. Further information can be found at: www.web2rights.com/OERIPRSupport.
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moblearn: the mobile generation is learning ...: Use Smartphones in class, say school principals

moblearn: the mobile generation is learning ...: Use Smartphones in class, say school principals | e-Assessment | Scoop.it
The National Association of Secondary School Principals in the US have issued a statement regarding the use of mobile and social technologies in schools and that use of them should be promoted to prepare students for the future. This article provides an overview of some of the key points from the statement. Although this is not directly about e-Assessment, the debate around the use of technologies in the classroom will impact on how assessment is designed and delivered in future.
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Designing Web 2.0 Student Assessments in Interactive Media studies - 1 June 2011 Webinar

Presenter: Ingrid Richardson (Murdoch University, Australia) Part of the Transforming Assessment series, this webinar explores examples of using web 2.0 participatory media and issues around plagiarism, copyright and ownership when re-mixing and re-using digital content for assessment. (Note: requires Adobe Flash plugin.)

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The Self-Imposed Challenge: Assessment and Games-Based Learning | TechChange | The Institute for Technology and Social Change

The Self-Imposed Challenge: Assessment and Games-Based Learning | TechChange | The Institute for Technology and Social Change | e-Assessment | Scoop.it
Some fresh ideas on integrating the concept of self-imposed challenges, that are often developed when playing a game, into the assessment process within education and thoughts on how this could help support more self-guided learning and student involvement in assessment design... (Cross-posted from Aaron's blog) For all the talk about games-based learning and gamification of the classroom, I'm surprised the question of assessment hasn't come up as often as it should have.
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