BibSonomyburst/tag/WLEFormativeEAssessmentBibSonomy RSS feed for /tag/WLEFormativeEAssessment2012-02-16T23:32:35+01:00http://www.bibsonomy.org/bibtex/2b9236fd82fe60d5cbac1aa340221c566/yishyish2011-02-04T12:21:08+01:00JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment <span class="authorEditorList"><a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Mellar">Harvey Mellar</a>, <a href="/author/Daly">Caroline Daly</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Wiliam">Dylan Wiliam</a>, and <a href="/author/Laurillard">Diana Laurillard</a> </span><em>Institute of Education, WLE, </em>(<em>2009</em>)Fri Feb 04 12:21:08 CET 2011Project ReportScoping a vision for formative e-assessment: a project report for JISC 2009JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmentTelearnhttp://www.bibsonomy.org/bibtex/2ac5f7552c7d03c7811c9ca8d2daac021/yishyish2011-02-04T12:20:04+01:00Architecture4Participation CERME-6-patterns CaseStudies Games IDR JIME Learning Mathematics OER PatternLanguages asld-book asld2011 cal09-patterns casestudies contel11 design designpatterns eLPBookMor edid9 education educational elp-feasst haifa-edtech jime08 language ldg learning learningdesigngrid lgcbook lp mathgamespatterns methodology my myown mythesis olnet open opencontent openeducationalresources opensource participatory patternlanguagenetwork patternlanguagenetworkpublications patterns planetpublications polonsky ppw selected top tuebingenfeasst wleformativeeassessment workshops <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Winters">Niall Winters</a> </span><em>Journal of Interactive Media</em> (<em>2008</em>)Fri Feb 04 12:20:04 CET 2011Journal of Interactive MediaParticipatory design in open education: a workshop model for developing a pattern language2008Architecture4Participation CERME-6-patterns CaseStudies Games IDR JIME Learning Mathematics OER PatternLanguages asld-book asld2011 cal09-patterns casestudies contel11 design designpatterns eLPBookMor edid9 education educational elp-feasst haifa-edtech jime08 language ldg learning learningdesigngrid lgcbook lp mathgamespatterns methodology my myown mythesis olnet open opencontent openeducationalresources opensource participatory patternlanguagenetwork patternlanguagenetworkpublications patterns planetpublications polonsky ppw selected top tuebingenfeasst wleformativeeassessment workshops Technologically enhanced learning environments raise complex challenges for their designers, developers and users. Design patterns and pattern languages have recently emerged as a potential framework for addressing some of these challenges. However, the uptake of design patterns has been slow outside of the computer science community. We argue that this is largely a consequence of a weak positioning of pattern languages, as a form of delivering expert knowledge to layperson, and suggest an alternative view: the development of a pattern language as a community endeavour. In terms of open education, the workshop model can be viewed as an open production process for developing educational resources, in our case design patterns. We propose a model of pattern elicitation workshops, in which collaborative development of a pattern language provides a framework for sharing design knowledge within interdisciplinary communities. This model was iteratively developed at five international conferences. It was then postulated as a design pattern itself, encompassing a series of practices and a set of supporting tools. We believe this model could be applied in a broad range of communities concerned with the development of open digital educational resources.http://www.bibsonomy.org/bibtex/270782f4ed3df5a7684e1dab800443e6f/yishyish2011-02-04T12:18:15+01:00CERME-6-patterns CnE07 Design Designpatterns GLiSL IJCEELL ILE Interactive KalDesignResearch LDSE Technology WLEFormativeEAssessment asld-book asld2011 cal09-patterns cerme6 chais2007 contel11 design designpatterns eLPBookMor edid9 education emdp enhanced environments experiments gamesresearch haifa-edtech jime08 jls10 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patternlanguagenetwork patterns polonsky postdocapplication research science selected top <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Winters">Niall Winters</a> </span><em>Interactive Learning Environments</em> <em>15(1):61-75</em> (<em>2007</em>)Fri Feb 04 12:18:15 CET 2011Interactive Learning Environments161-75Design approaches in technology enhanced learning152007CERME-6-patterns CnE07 Design Designpatterns GLiSL IJCEELL ILE Interactive KalDesignResearch LDSE Technology WLEFormativeEAssessment asld-book asld2011 cal09-patterns cerme6 chais2007 contel11 design designpatterns eLPBookMor edid9 education emdp enhanced environments experiments gamesresearch haifa-edtech jime08 jls10 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patternlanguagenetwork patterns polonsky postdocapplication research science selected top Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon, 1969). We then review the application of Design Experiments (Brown, 1992) and Design Patterns (Alexander et al., 1977) and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists.http://www.bibsonomy.org/bibtex/27542356db18170d22f5cb8bc4d3bca60/yishyish2011-02-04T12:17:51+01:00cases casestories como eLPBookMor eassessment feasst formative haifa-edtech learning my myown polonsky practitioner wleformativeeassessment <span class="authorEditorList"><a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Daly">Caroline Daly</a>, <a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Mellar">Harvey Mellar</a> </span><em>Computers and Education</em> <em>54(3):715-721</em> (<em>2010</em>)Fri Feb 04 12:17:51 CET 2011Computers and Education3715-721Formative e-assessment: practitioner cases542010cases casestories como eLPBookMor eassessment feasst formative haifa-edtech learning my myown polonsky practitioner wleformativeeassessment This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 – January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the 'domain' of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see Daly et al (forthcoming). This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009). In addition, Laurillard's Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper1. http://www.bibsonomy.org/bibtex/276dbca2882bf8f2118d2642091be5428/yishyish2010-07-28T16:19:07+02:00Mediated computer design designpatterns hci patterns software userinterface wleformativeeassessment <span class="authorEditorList"><a href="/author/Schümmer">Till Schümmer</a>, and <a href="/author/Lukosch">Stephan Lukosch</a> </span><em>Wiley &amp; Sons, </em><em>Chichester, UK, </em><em>1 edition, </em>(<em>2007</em>)Wed Jul 28 16:19:07 CEST 2010Chichester, UK1Patterns for Computer-Mediated Interaction2007Mediated computer design designpatterns hci patterns software userinterface wleformativeeassessment http://www.bibsonomy.org/bibtex/2069f376bb98ac8e317f3f3fa346237ee/yishyish2009-11-29T17:56:58+01:00assessment education jls10 learning mathematics meta-analysis wleformativeeassessment <span class="authorEditorList"><a href="/author/Kulik">James A. Kulik</a> </span><em>Technology assessment in education and training</em> (<em>1994</em>)Sun Nov 29 17:56:58 CET 2009Technology assessment in education and training9-33Meta-analytic studies of findings on computer-based instruction1994assessment education jls10 learning mathematics meta-analysis wleformativeeassessment http://www.bibsonomy.org/bibtex/25658f2efaef27edc42ee6404e40e4e1a/harveymellarharveymellar2009-11-15T16:37:30+01:00WLEFormativeEAssessment <span class="authorEditorList"><a href="/author/ACKERMANN">EDITH K. ACKERMANN</a> </span><em>Ernst von Glasersfeld, Key works on radical constructivism, </em>(<em>2007</em>)Sun Nov 15 16:37:30 CET 2009Ernst von Glasersfeld, Key works on radical constructivism (EXPERIENCES OF ARTIFACTS: People’s Appropriations / Objects’ ‘Affordances’2007WLEFormativeEAssessment http://www.bibsonomy.org/bibtex/221ff7cc204738df25723309b828ad45f/yishyish2009-10-19T02:28:32+02:00assessment design designpatterns eassessment learning patterns wleformativeeassessment <span class="authorEditorList"><a href="/author/Delozanne">Élisabeth Delozanne</a>, <a href="/author/Calvez">Françoise Le Calvez</a>, <a href="/author/Merceron">Agathe Merceron</a>, and <a href="/author/Labat">Jean-Marc Labat</a> </span><em>Journal of Interactive Learning Research JILR</em> <em>18(2):309-333</em> (<em>2007</em>)Mon Oct 19 02:28:32 CEST 2009Journal of Interactive Learning Research (JILR)2309-333A Structured Set of Design Patterns for Learners' Assessment182007assessment design designpatterns eassessment learning patterns wleformativeeassessment In this paper we present a structured set of Design Patterns (DPs) that deals with tracking students while they solve problem in specific domains such as programming or mathematics. Our collection of 17 DPs yields a three step approach: First step: to collect and analyze information on each student for each exercise; Second step: to build a higher level view of one student's activity on a set of exercises; Third step: to build an overview of the whole class activity. To evaluate our DP set we investigate whether our DPs account for experiences from the literature as a first step toward a Pattern Language for Students’ Assessmenthttp://www.bibsonomy.org/bibtex/26ae47877cfb4771be575ce5215863339/yishyish2009-10-18T14:38:06+02:00assessment computers eassessment education feasst technology video wleformativeeassessment <span class="authorEditorList"><a href="/author/Collins">Allan Collins</a>, <a href="/author/Hawkins">Jan Hawkins</a>, and <a href="/author/Frederiksen">John R. Frederiksen</a> </span><em>Journal of the Learning Sciences</em> (<em>1994</em>)Sun Oct 18 14:38:06 CEST 2009RoutledgeJournal of the Learning Sciences205 - 2172Three Different Views of Students: The Role of Technology in Assessing Student Performance31994assessment computers eassessment education feasst technology video wleformativeeassessment We argue that pencil-and-paper testing systematically biases assessment of students and that video and computers can provide very different views on student performance. We explore the different aspects of student performance and the kinds of criteria that might be assessed using video and computers. Our thesis is that educators should rethink student assessment in the light of these new media.http://www.bibsonomy.org/bibtex/22dc82727b8a8fec62095e206ce0e0796/yishyish2009-09-28T19:58:55+02:00CSPedPats WLEFormativeEAssessment design mathgamespatterns patterns pedagogical pedagogicalpatterns <span class="authorEditorList"><a href="/author/Eckstein">Jutta Eckstein</a>, <a href="/author/Bergin">Joseph Bergin</a>, and <a href="/author/Sharp">Helen Sharp</a> </span><em>Proceedings of EuroPLoP 2002, </em>(<em>2002</em>)Mon Sep 28 19:58:55 CEST 2009Proceedings of EuroPLoP 2002Feedback Patterns2002CSPedPats WLEFormativeEAssessment design mathgamespatterns patterns pedagogical pedagogicalpatterns This pattern language in progress proposes some successful techniques to assist with teaching and learning. For professional educators, these patterns may seem obvious, even trivial, because they have used them so often. But for those newer to teaching, they offer a way for experienced teachers to pass on their experiences. The pedagogical patterns project is working on collecting many types of patterns that can help teachers teach and students learn. This collection focuses on providing and obtaining feedback. Patterns are not step-by-step recipes. Each of these offers a format and a process for recording knowledge that can then be used by a variety of different teachers in many different ways.http://www.bibsonomy.org/bibtex/217453b089222bab70e0692795d67b326/jepcasteljepcastel2009-05-08T22:48:43+02:00Architecture4Participation, architecture4participation, formal, informal, learning, patternlanguagenetwork, theory, web, web2.0, wleformativeeassessment <span class="authorEditorList"><a href="/author/Crook">Charles Crook</a> </span><em>Theorising the benefits of new technology for youth: Controversies of learning and development, </em><em>ESRC Seminar Series, </em>(<em>2008</em>)Fri May 08 22:48:43 CEST 2009Theorising the benefits of new technology for youth: Controversies of learning and development Theories of formal and informal learning in the world of web 2.0 2008Architecture4Participation, architecture4participation, formal, informal, learning, patternlanguagenetwork, theory, web, web2.0, wleformativeeassessment http://www.bibsonomy.org/bibtex/282060cd81cc655d4ffdc2bfb3e1b0e05/yishyish2009-03-29T21:34:13+02:00assessment distance e-assessment education elearning feedback formative learning social software wleformativeeassessment <span class="authorEditorList"><a href="/author/Hatzipanagos">Stylianos Hatzipanagos</a>, and <a href="/author/Warburton">Steven Warburton</a> </span><em>Learning, Media and Technology</em> (<em>2009</em>)Sun Mar 29 21:34:13 CEST 2009RoutledgeLearning, Media and Technology45 - 591Feedback as dialogue: exploring the links between formative assessment and social software in distance learning342009assessment distance e-assessment education elearning feedback formative learning social software wleformativeeassessment The paper explores the relationship between formative assessment and social software. Formative assessment practices though beneficial for student learning become marginalised and constrained in open and distance learning environments in higher education. Feedback is a key factor in formative assessment and learners can benefit from the deployment of emerging technologies and the opportunities for participation and dialogue afforded by social software. This paper explores and proposes a conceptual framework for this relationship. The claim is that the social dimensions of emerging technologies - specifically, blogs and wikis - allow for formative assessment practices to be re-invented or at the very least facilitated by essentially participative and student-focussed interventions. A comparison of these technologies against formative assessment mechanisms identifies the types of processes that these new tools might best support to encourage effective feedback approaches that both empower the learner and enhance their learning experience. Keywords: computer-assisted assessment; formative assessment; blogs; wikis; higher education http://www.bibsonomy.org/bibtex/282060cd81cc655d4ffdc2bfb3e1b0e05/harveymellarharveymellar2009-03-29T19:36:02+02:00WLEFormativeEAssessment <span class="authorEditorList"><a href="/author/Hatzipanagos">Stylianos Hatzipanagos</a>, and <a href="/author/Warburton">Steven Warburton</a> </span><em>Learning, Media and Technology</em> (<em>2009</em>)Sun Mar 29 19:36:02 CEST 2009RoutledgeLearning, Media and Technology45 - 591Feedback as dialogue: exploring the links between formative assessment and social software in distance learning342009WLEFormativeEAssessment http://www.bibsonomy.org/bibtex/2f24dec7c2f74b6f5448cf857a799e498/yishyish2009-03-09T03:03:40+01:00design designpatterns introduction patternlanguagenetwork patterns reference review software wleformativeeassessment <span class="authorEditorList"><a href="/author/Rising">Linda Rising</a> </span><em>Cambridge University Press, </em>(<em>1998</em>)Mon Mar 09 03:03:40 CET 2009The patterns handbook: Techniques, strategies, and applications1998design designpatterns introduction patternlanguagenetwork patterns reference review software wleformativeeassessment Contains a large number of seminal articles and essays that illustrate the growing importance of patterns in application development.http://www.bibsonomy.org/bibtex/282e4f7e6fab1075b9f60100c3c0e31d8/yishyish2009-03-09T02:43:02+01:00design designpatterns development introduction patternlanguagenetwork patterns reference review software wleformativeeassessment <span class="authorEditorList"><a href="/author/Appleton">Brad Appleton</a> </span>(<em>2000</em>)Mon Mar 09 02:43:02 CET 2009Patterns and software: essential concepts and terminology2000design designpatterns development introduction patternlanguagenetwork patterns reference review software wleformativeeassessment An introduction to the history, origins, and essential concepts and terminology of software patterns (including numerous pointers to other WWW sources of information on the subject). An earlier revision of this paper appeared in the May 1997 Object Magazine Online (Vol. 3, No. 5).http://www.bibsonomy.org/bibtex/21bdc796ac1658ca3a8faddb413cf1366/yishyish2009-03-09T02:34:55+01:00design designpatterns methodology methods patternlanguagenetwork software theory wleformativeeassessment workshop writing <span class="authorEditorList"><a href="/author/Gabriel">Richard P. Gabriel</a> </span><em>http://dreamsongs.com/, </em>(<em>2007</em>)Mon Mar 09 02:34:55 CET 2009http://dreamsongs.com/Writers' Workshops As Scientific Methodology2007design designpatterns methodology methods patternlanguagenetwork software theory wleformativeeassessment workshop writing http://www.bibsonomy.org/bibtex/284cb9005d64659f70deb003d277de935/yishyish2009-03-09T02:27:26+01:00designpatterns introduction methodology patternlanguagenetwork reference review wleformativeeassessment workshop writing <span class="authorEditorList"><a href="/author/Gabriel">Richard P. Gabriel</a> </span><em>Oxford University Press, Inc. New York, NY, USA, </em>(<em>1996</em>)Mon Mar 09 02:27:26 CET 2009Patterns of software: tales from the software community1996designpatterns introduction methodology patternlanguagenetwork reference review wleformativeeassessment workshop writing http://www.bibsonomy.org/bibtex/2fa76145672983060682d675bb2b77254/harveymellarharveymellar2009-02-16T12:35:42+01:00WLEFormativeEAssessment <span class="authorEditorList"><a href="/author/Draper">Stephen W. Draper</a> </span><em>British Journal of Educational Technology</em> <em>40(2):306-325</em> (<em>2009</em>)Mon Feb 16 12:35:42 CET 2009British Journal of Educational Technology2306-325What are learners actually regulating when given feedback?402009WLEFormativeEAssessment e-Assessment cannot benefit learners, and so education, unless it supports them in doing something differently in future. What, however, are learners trying to do better? This paper adopts a perspective in which learners simultaneously self-regulate multiple variables that are relevant to learning, and develops a theoretical argument that a key issue is the ambiguity of feedback events (such as a failed task or a poor mark) as to which variable should be adjusted. A common tacit assumption is that the relevant loop is about technical expertise, but in reality, students must and do also adjust effort, learning methods and course choices. Two methods for helping learners by resolving this ambiguity are discussed: telling learners directly which interpretation is relevant, and structuring learning activities to focus on one variable. Which loops are most important to learners generally shifts in the transition from school to university, implying that the role of feedback also changes. e-Assessment needs a major rethink to address these needs, and to understand why feedback is so often apparently ignored by students. Conversely, attending to all these loops would be to open new dialogues with learners. http://www.bibsonomy.org/bibtex/216a218652ccf48aa0c133bbf8d3e2bce/harveymellarharveymellar2009-02-08T22:01:01+01:00WLEFormativeEAssessment <span class="authorEditorList"><a href="/author/Torrance">Harry Torrance</a> </span><em>Assessment in Education: Principles, Policy &amp; Practice</em> (<em>2007</em>)Sun Feb 08 22:01:01 CET 2009RoutledgeAssessment in Education: Principles, Policy & Practice281 - 2943Assessment <i>as</i> learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning.142007WLEFormativeEAssessment http://www.bibsonomy.org/bibtex/214bc41bc44fe0540c5602057e7407a8d/yishyish2009-01-29T18:55:53+01:002L Distance Human–computer assessment eassessment education elearning formative interface language secondlanguage telelearning wleformativeeassessment <span class="authorEditorList"><a href="/author/Yeh">Shiou-Wen Yeh</a>, and <a href="/author/Lo">Jia-Jiunn Lo</a> </span><em>Computers &amp; Education</em> (<em>2009</em>)Thu Jan 29 18:55:53 CET 2009Computers & EducationUsing online annotations to support error correction and corrective feedbackIn Press20092L Distance Human–computer assessment eassessment education elearning formative interface language secondlanguage telelearning wleformativeeassessment Giving feedback on second language (L2) writing is a challenging task. This research proposed an interactive environment for error correction and corrective feedback. First, we developed an online corrective feedback and error analysis system called Online Annotator for EFL Writing. The system consisted of five facilities: Document Maker, Annotation Editor, Composer, Error Analyzer, and Viewer. With this system, teachers can mark error corrections on online documents and students can receive corrective feedback accordingly. The system also classifies and displays error types based on user query. Second, an experiment was conducted to evaluate the effectiveness of this system. Fifty EFL (English as a Foreign Language) college freshmen were randomly assigned to two groups. The experimental group received corrective feedback with the developed system whereas the control group used the paper-based error correction method. After the treatment, students in both groups conducted corrective feedback activities by correcting the same document written by an EFL student. The experimental results were encouraging in that the analysis of students’ corrective feedback revealed significantly better performance in the experimental group on recognizing writing errors. Implications for further research are discussed.