Group items tagged

Formative assessment functions within online learning. ► Formative assessment by the individual, peers and the teacher. ► Threats to validity and reliability in the context of online formative assessment. ► Ongoing authentic assessment deters threats to validity and reliability. ► Interactive formative feedback addresses threats to validity and reliability. Summary of the 18 key empirical studies included in this review.

This article tackles the concerns assessment is facing in online learning and considers the limitations of the classic assessment models should be overcome by a new paradigm for assessment design in online learning. Considerations and recommendations on designing alternatives approaches are given, pointing out the eportolio as one of the most feasible ones. From: European Journal of Open, Distance and E-Learning

uses AI to branch to more difficult problems

From college library

in JOLT

references by Gikandi et al for authentic assessment- does talk about connectivism

Interesting overview, though does not say how to incorporate some of the more desired assessments

short slide show comparing these two terms

based on Cross book

The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at the menu on the right. Please contribute with comments on the report and the innovations.

The prevailing assumption by some that deep processing promotes stronger learning outcomes while surface processing promotes weaker learning outcomes has been called into question by the inconsistency and ambiguity of results in investigations of the relation between levels of processing and performance. The purpose of this literature review is to examine four areas that may be contributing to the inconsistency and ambiguity of these research results: conceptualization, operationalization, situational factors, and model specification of deep and surface processing.

4th article in journal- 2009

The paper aims at conceptual clarification relating context and deep learning design. ► The article first explores the nature of 'deep learning design'. ► Context is proposed as the key unit of organization for deep learning design. ► Learning contexts are articulated in terms of principles, heuristics and scripts. ► The impact of the nested nature of contexts on learning design is explored in depth.

in online library