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University of Wisconsin Stout: Interested in online teaching and learning?

Information about our Graduate Certificate in Online Teaching and Learning.
E-Learning and Online Teaching
Learning to Teach in the 21st Century - University of Wisconsin-Stout

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Rhizomatic Learning and MOOCs - Assessment

Rhizomatic Learning and MOOCs - Assessment | E-Learning and Online Teaching | Scoop.it

This has great potential, in that it means knowing can be shaped, it is flexible, responsive, resilient – like the rhizome itself. It is also a world where looking for what is ‘true’ is mostly a question of looking for who has the power to define it as true.

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Free Technology for Teachers: Grading Made Easy with Diigo & Jing

Free Technology for Teachers: Grading Made Easy with Diigo & Jing | E-Learning and Online Teaching | Scoop.it

Both Diigo and Jing have been written about on numerous occasions here at the Free Technology for Teachers blog, but I wanted to share my experiences using both tools when grading assignments. 

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40 Alternative Assessments for Learning

40 Alternative Assessments for Learning | E-Learning and Online Teaching | Scoop.it
With this creative list of 40 alternative assessments ideas, your students can prove their knowledge and skills in a way that makes learning fun and engaging.

Via Kathleen Sasso
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Grant Wiggins for and against national standards

Grant Wiggins for and against national standards | E-Learning and Online Teaching | Scoop.it

pros and cons of national standards...


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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-Learning and Online Teaching | 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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Teacher's Wire

Get Teacher's Wire on the App Store. See screenshots and ratings, and read customer reviews.


Finally an application that allows teachers to visually document student learning and report back to parents via email! Designed by teachers, for teachers!

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Healthier Testing Made Easy: The Idea of Authentic Assessment

Healthier Testing Made Easy: The Idea of Authentic Assessment | E-Learning and Online Teaching | Scoop.it
Credit: Thomas Reis

Here's a radical idea: We need more assessment, not less.

Seem crazy? Substitute feedback for assessment, and you'll better understand what I mean.
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Testing mandates flunk cost-benefit analysis

Testing mandates flunk cost-benefit analysis | E-Learning and Online Teaching | Scoop.it
Here’s a cost-benefit analysis of the accountability movement now being administered in public education, primarily in the form of testing mandates. It flunks.
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Self and peer-assessment: Making online group work - Learning and Teaching

Abstract

This seminar demonstrates the use of an online self- and peer-assessment program (SPARK - developed at UTS as part of a CAUT grant) in an online HRM course this year.


It also shows how, with practice, students can gain greater control over their own assessment, improve individual performance within a group and move towards a more equitable result for all involved in group assessment tasks.


Results suggested, at the time of this seminar, that a University-wide application for use in group work, particularly online group work was urgently needed.

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Assessing Student Learning - five practical guides

Assessing Student Learning - five practical guides | E-Learning and Online Teaching | Scoop.it

The conditions under which group work is conducted are crucial to its success:

Group work, under proper conditions, encourages peer learning and peer support and many studies validate the efficacy of peer learning. Under less than ideal conditions, group work can become the vehicle for acrimony, conflict and freeloading. It may also impose a host of unexpected stresses on, for example, students with overcrowded schedules living long distances from the University.
(University of Wollongong assessment policy, 2002)

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Students as Formative Assessment Partners | Faculty Focus

Students as Formative Assessment Partners | Faculty Focus | E-Learning and Online Teaching | Scoop.it
“Creating a climate that maximizes student accomplishment in any discipline focuses on student learning instead of assigning grades. This requires students to be involved as partners in the assessment of learning and to use assessment results to change their own learning tactics.” (p. 136) The authors of this comment continue by pointing out that this assessment involves the use of formative feedback and that feedback has the greatest benefit when it addresses multiple aspects of learning. This kind of assessment should contain feedback on the product (the completed task) and feedback on progress (the extent to which the student is improving over time). The article then describes a number of formative feedback activities that illustrate how students can be involved as partners in the assessment process. Their involvement means that formative feedback can be given more frequently.
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Rubrics in 2.0 video by @Moodlerooms | Moodle News

Rubrics in 2.0 video by @Moodlerooms | Moodle News | E-Learning and Online Teaching | Scoop.it

Another video for your Wednesday morning (or afternoon), this one comes from Moodlerooms (@moodlerooms) and highlights creating a Rubric via template, a major time saver and a great resources for providing consistent feedback on written assignments and projects across courses.

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On assessing for creativity: yes you can, and yes you should

On assessing for creativity: yes you can, and yes you should | E-Learning and Online Teaching | Scoop.it

"I tweeted yesterday an interesting news item in Erik Robelen’s blog in Education Week that a few states (Oklahoma, California, Massachusetts) are seriously looking into some sort of assessment of creative thinking as part of the whole 21st century skills/entrepreneurship movement. I think it is a great idea, with a lot of potential for leveraging change.

Now, of course, the naysayers are quick to say that you cannot measure creative thinking. This is silly: here is a rubric for doing so..."


Via Beth Dichter
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Rescooped by Dennis T OConnor from Keeping up with Ed Tech
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The Best Sites For Creating Online Polls & Surveys | Larry Ferlazzo’s Websites of the Day…

The Best Sites For Creating Online Polls & Surveys | Larry Ferlazzo’s Websites of the Day… | E-Learning and Online Teaching | Scoop.it

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How Can We Make Assessments Meaningful? | Edutopia

How Can We Make Assessments Meaningful? | Edutopia | E-Learning and Online Teaching | Scoop.it

By Heather Wolpert

Summary by MiddleWeb SmartBrief

 

"When considering whether classroom assessments have value, middle-school teacher Heather Wolpert-Gawron writes that she first asks herself whether the assessment has value to the students who are taking it. She then considers whether the assessment allows for project-based learning, critical thinking and student autonomy. Wolpert-Gawron recommends assessing students in some way every day and always considering the four Cs: creativity, collaboration, critical thinking and communication."


Via Jim Lerman, João Greno Brogueira
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6 Awesome Tools to Create Online Gradebooks for Teachers

6 Awesome Tools to Create Online Gradebooks for Teachers | E-Learning and Online Teaching | Scoop.it
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Strategies to enhance peer feedback | Assessment for Learning

Strategies to enhance peer feedback | Assessment for Learning | E-Learning and Online Teaching | Scoop.it

Some strategies are particularly suited to younger students, where often the names that teachers have for these strategies provide a 'shorthand' way of communicating to students that they wish them to provide peer feedback.

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Rescooped by Dennis T OConnor from e-Assessment in Further and Higher Education
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e-Assessment Handbook – Geoffrey Crisp – Where have you been all my life

e-Assessment Handbook – Geoffrey Crisp – Where have you been all my life | E-Learning and Online Teaching | Scoop.it

I found this a useful article as it covers how the book discusses more than just assessment of learning but a variety of opportunities for assessment for learning. The article also provides links to a number of useful e-Assessment resources and tools.

Only recently I ran into the e-Assessment Handbook by Geoffrey Crisp of Continuum Books and the TransformingAssessment website which is an Australian Learning and Teaching Council Fellowship resource...


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Gazette » 40 Alternative Assessments for Learning

Gazette » 40 Alternative Assessments for Learning | E-Learning and Online Teaching | Scoop.it

Many teachers shy away from alternative assessments because they take extra time and effort to create and to grade. On the other hand, once the assessment guidelines and grading rubric are created, it can be filed away and used year after year. Here are 40 alternative assessment ideas to get you started!

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Kathy Schrock's Guide to Everything: Critical Evaluation

Kathy Schrock's Guide to Everything: Critical Evaluation | E-Learning and Online Teaching | Scoop.it
Critical evaluation forms and information...
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Academic Administration - Keys to Successful Learning Assessment Systems - Magna Publications

Academic Administration - Keys to Successful Learning Assessment Systems - Magna Publications | E-Learning and Online Teaching | Scoop.it
Learning assessment systems are becoming more commonplace in higher education. This article outlines 4 challenges to these systems and offers solutions.
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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.
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Adopting Digital Technologies in the Classroom: 10 Assessment Questions (EDUCAUSE Quarterly) | EDUCAUSE.edu

Adopting Digital Technologies in the Classroom: 10 Assessment Questions (EDUCAUSE Quarterly) | EDUCAUSE.edu | E-Learning and Online Teaching | Scoop.it
EDUCAUSE Review


Information Ecologies
"Information ecology," a term coined by sociologists Bonnie Nardi and Vicki O’Day, means "a system of people, practices, values, and technologies in a particular local environment. In information ecologies, the spotlight is not on technology but on human activities that are served by technology."1 Thus, it is the complex interactions between people, their values and practices, and technology that constitute a classroom space defined as an information ecology. I find this a useful way of thinking about the classroom. Our classrooms are not devoid of technology, a pristine space that digital tools despoil. Rather, digital tools must be viewed as standing side by side with—and in some cases displacing—preexisting technologies

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Accreditor Threatens 10 Colleges Owned by Career Education Corp. - The Ticker - The Chronicle of Higher Education

Accreditor Threatens 10 Colleges Owned by Career Education Corp. - The Ticker - The Chronicle of Higher Education | E-Learning and Online Teaching | Scoop.it

The Accrediting Commission of Career Schools and Colleges has demanded that 10 institutions operated by the Career Education Corporation “show cause”—i.e., justify—why their accreditation should not be revoked, the company has disclosed in filing with the Securities and Exchange Commission.

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7 Things You Should Know About LMS Evaluation | EDUCAUSE

7 Things You Should Know About LMS Evaluation | EDUCAUSE | E-Learning and Online Teaching | Scoop.it

Abstract:


At many institutions, the current LMS is five or more years old. In that time, the teaching and learning context might have changed considerably, and other products, including open-source options, have emerged, raising the question of whether an institution should conduct a complete evaluation of its LMS strategy. The LMS serves as the linchpin of an institution’s teaching and learning enterprise, and as such it should provide maximum value and flexibility for the faculty. The examination of the LMS forces an institution to take a hard look at its teaching practices, to educate the faculty that the LMS can be more than a “course website,” and to invite them to use the full spectrum of teaching tools it provides. If a decision is made to replace the LMS, such an undertaking can bring with it a steep learning curve. As changes in education delivery and redefinition of student needs continue to reshape the modern campus, colleges and universities might find themselves adapting to pedagogical changes more frequently than in the past.

The "7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI) provides concise information on emerging learning technologies. Each brief focuses on a single technology and describes what it is, where it is going, and why it matters to teaching and learning. Use these briefs for a no-jargon, quick overview of a topic and share them with time-pressed colleagues.

In addition to the "7 Things You Should Know About…" briefs, you may find other ELI resources useful in addressing teaching, learning, and technology issues at your institution. To learn more, please visit the ELI Resources page.


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Why Universities Will Be the Biggest Awarder of Badges (and When) | iterating toward openness

Why Universities Will Be the Biggest Awarder of Badges (and When) | iterating toward openness | E-Learning and Online Teaching | Scoop.it

As interest in badges continues to increase, it occurs to me that in their passion for gameification, innovation, and outright reinvention, many in the field are overlooking the place where badges make the most sense of all – the formal higher education institution. There are at least two high-level reasons why higher education is the perfect place for badging.

 


Via Peter Mellow, Jim Lerman
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