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Open Educational Resources (OER)
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Stephen Downes: Assessment in MOOCs

First of all, the MOOCs I have worked on have not focused on assessment - they have been courses, yes, with a small number (20 or so) taking them for credit, but the vast majority of participants auditing. So the  question of marking term papers never came up. And like you, I would not contemplate multiple-choice exams in humanities and literature courses.

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CCCOER webinar Nov 13 - MOOCs: An Evolving Model of Curriculum Delivery and Assessment

CCCOER webinar Nov 13 - MOOCs: An Evolving Model of Curriculum Delivery and Assessment | Open Educational Resources (OER) | Scoop.it

"Please join us Tuesday, November 13, 1:00 pm Eastern for a webinar on Massively Online Open Courses (MOOCs).  MOOCs have been a hot topic in the higher education blogosphere for the last year but how do you separate the factfrom the fiction and should your college be participating in the latest trend for online content delivery and credentialing of student learning."

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Webinar Nov 13 - MOOCs: An Evolving Model of Curriculum Delivery and Assessment

Webinar Nov 13 - MOOCs: An Evolving Model of Curriculum Delivery and Assessment | Open Educational Resources (OER) | Scoop.it

"MOOCs have been a hot topic in the higher education blogosphere for the last year but how do you separate the factfrom the fiction and should your college be participating in the latest trend for online content delivery and credentialing of student learning."

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Stephen Downes: New Forms of Assessment: measuring what you contribute rather than what you collect

Stephen Downes: New Forms of Assessment: measuring what you contribute rather than what you collect | Open Educational Resources (OER) | Scoop.it

"Once again, as we do at the start of every school year, we are hearing about the rampant cheating that goes on, especially online, but in fact, everywhere, and without remorse or regret. "

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Simon Buckingham Shum: Learning Analytics are Assessment Regimes

I have followed the thoughtful work of Gardner Campbell with great interest since I first encountered him in the Learning Analytics MOOC we ran earlier this year [launch webinar replay]. Here and elsewhere, he expresses concerns that I share about the ‘Wal-Martification’ of College through crude analytics that do not do justice to the true complexity of learning and teaching.

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OERtest - Guidelines for OER assessment (PDF)

OERtest - Guidelines for OER assessment (PDF) | Open Educational Resources (OER) | Scoop.it
The OERTest project was set up with the aim of putting into place a framework by which the assessment and recognition of learning using Open Educational Resources (OER) could take place in a systemise...
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OER University assessment and credential survey

You can help the global OER community to take stock of the assessment and credentialisation practices in the formal higher-education sector today.
All post-secondary institutions are invited to post responses. All data will be dedicated to the public domain and freely available for your own research activities.

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Open Badges, assessment and Open Education

Graham Attwell is thinking about the Mozilla Open Badges and assessment project.

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Dianne Conrad - Assessment challenges in open learning: Way-finding, fork in the road, or end of the line?

Growing global commitments to open learning through the use of Open Educational Resources (OERs) are accompanied by concerns over what “to do” with that learning when learners present it to traditional institutions for assessment and accreditation. This paper proposes that established RPL (recognizing prior learning) protocols, in place at many institutions worldwide, can offer a pedagogically sound framework that supports the spirit of open learning and respects the diversity of learners’ efforts.

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Williams, Keith; Kear, Karen and Rosewell, Jon: Quality Assessment for E-learning: a Benchmarking Approach

Williams, Keith; Kear, Karen and Rosewell, Jon: Quality Assessment for E-learning: a Benchmarking Approach | Open Educational Resources (OER) | Scoop.it

"This manual is the main product of a suite of EU funded projects undertaken under the auspices of EADTU: E-xcellence (2005-2006), E-xcellence plus (2008-2009) and E-xcellence Next (2011-2012). The overall aim of these projects has been to develop a methodology and supporting resources for the quality assurance of e-learning in higher education. The E-xcellence projects involve a core pool of experts from six European Universities with a stake in e-learning developments (see below), and an extended group drawn from a total of 50 institutions during the course of the projects."

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Angela Murphy: Benchmarking OER Use and Assessment in Higher Education

"This presentation contains the results from a research study conducted with 110 representatives of higher education institutions around the world, of which 12 were official members of the OERu. The study was aimed at identifying the extent to which higher education institutions are currently implementing open policies and practices as well as explore the challenges faced by institutions when considering implementing open initiatives."

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David Hopkins: Formative or Summative Assessment – what’s the difference?

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Marieke Guy - Badge On: Open Assessment

Marieke Guy - Badge On: Open Assessment | Open Educational Resources (OER) | Scoop.it

I began the #ioe12 open assessment module by watching the Badges for Lifelong Learning: An Open Conversation YouTube video. The video is a snappy introduction to the concept of open badges with endorsement for them from a number of senior educationalists/ academics and CEOs.

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JISC - The Design Studio: Effective Assessment in a Digital Age Workshops

JISC and the Regional Support Centres are running a series of five workshops
from January to October 2011 exploring how the use of technology in HE and HE in
FE, linked to principles of good practice in assessment and feedback, can help
promote more effective learning.

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