BibSonomyburst/user/yish/formativeBibSonomy RSS feed for /user/yish/formative2012-02-16T14:18:53+01:00http://www.bibsonomy.org/bibtex/21b1e9f0a2bd377cb73128796e8644a58/yishyish2011-06-11T13:06:27+02:00TEL Web2.0 accreditation assessment assessment2.0 asynchronous casestudies collaboration collaborative communication communications computer-assisted computer-mediated constructivism discussion distance e-assessment education educational evaluations formative implementation interactions learning pedagogy research summative technologies technology undergraduate web-based web-delivered <span class="authorEditorList"><a href="/author/Whitelock">Denise Whitelock</a> </span><em>Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary Teaching, </em><em>IGI Global, </em>(<em>2010</em>)Sat Jun 11 13:06:27 CEST 2011Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary TeachingActivating Assessment for Learning: Are we on the way with WEB 2.0?2010TEL Web2.0 accreditation assessment assessment2.0 asynchronous casestudies collaboration collaborative communication communications computer-assisted computer-mediated constructivism discussion distance e-assessment education educational evaluations formative implementation interactions learning pedagogy research summative technologies technology undergraduate web-based web-delivered This chapter examines the role Web 2.0 tools can play in promoting the Assessment for Learning Agenda. It presents a number of cases of peer, self and computer assessments that display a range of characteristics proposed by Elliott (2008) for the next generation of assessment tasks. The discussion of the cases revealed a missing characteristic which is a form of feedback to the students that will take their learning forward which I have called 'Advice for Action'. In order for assessment tasks and tools to become more effective they need to be embedded within a pedagogical framework, which in turn, requires a supportive infrastructure as proposed by the 4Ts pyramid. The major components of the pyramid consist of (a) Tool Development, (b) Staff Training, (c) Rethinking the Assessment Tasks and (d) Learning from the Assessment Tasks.http://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/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/28d2db10cf4e2b7566ba0b522ce8124d2/yishyish2011-02-04T12:13:19+01:00assessment case design designpatterns e-assessment feasst formative haifa-edtech my myown narrative patterns ppw <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Mellar">Harvey Mellar</a>, <a href="/author/Pachler">Norbert Pachler</a>, and <a href="/author/Daly">Caroline Daly</a> </span><em>Problems Investigations of E-Learning Patterns: Context Factors Solutions, </em><em>Information Science Publishing, </em><em>Hershey, PA, </em>(<em>2011</em>)Fri Feb 04 12:13:19 CET 2011Hershey, PAProblems Investigations of E-Learning Patterns: Context Factors SolutionsFormative e-Assessment: case stories, design patterns and future scenarios2011assessment case design designpatterns e-assessment feasst formative haifa-edtech my myown narrative patterns ppw http://www.bibsonomy.org/bibtex/2d956ef57250671efb80c191102c09e04/yishyish2011-02-04T12:12:48+01:00assessment design designpatterns e-assessment education feasst formative haifa-edtech learning my myown patterns ppw technology <span class="authorEditorList"><a href="/author/Daly">Caroline Daly</a>, <a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Mellar">Harvey Mellar</a> </span><em>Assessment &amp; Evaluation in Higher Education</em> <em>35(5):619 - 636</em> (<em>2010</em>)Fri Feb 04 12:12:48 CET 2011Assessment & Evaluation in Higher Education5619 - 636Exploring formative e-assessment: Using case stories and design patterns352010assessment design designpatterns e-assessment education feasst formative haifa-edtech learning my myown patterns ppw technology This article presents key findings from a Joint Information Systems Committee-funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project developed a range of cases of formative e-assessment with practitioners across a variety of settings through a series of participant workshops. From a selection of these cases, we identified key elements in how practitioners described the problems and solutions they addressed regarding assessment in relation to learning within their different contexts. The patterns were analysed to highlight aspects of them, which are considered critical in theoretical analyses of formative assessment. We provide an overview of the project and discuss an illustrative case and pattern, followed by an analysis which suggests the particular contribution of technologies to formative assessment. Ultimately, for assessment to have formative effects, tutors and students can be identified as appropriating both social and technological resources in learning situations and engaging with both to learn how to take control over learning experiences.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/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.http://www.bibsonomy.org/bibtex/26d94bcff87a9842d14c929d100c2ad8a/yishyish2008-12-04T02:03:16+01:00assessment empowerment feedback formative review wleformativeeassessment <span class="authorEditorList"><a href="/author/Nicol">David Nicol</a> </span><em>Published by the Scottish Quality Assurance Agency QAA for Higher Education, </em>(<em>2008</em>)Thu Dec 04 02:03:16 CET 2008Published by the Scottish Quality Assurance Agency (QAA) for Higher EducationTransforming assessment and feedback: enhancing integration and empowerment in the first year2008assessment empowerment feedback formative review wleformativeeassessment http://www.bibsonomy.org/bibtex/2f38605320829fa580a63b939f771a15a/yishyish2008-12-04T01:52:39+01:00WLEFormativeEAssessment assessment formative learning practice principles <span class="authorEditorList"><a href="/author/Nicol">David Nicol</a>, and <a href="/author/MacFarlane-Dick">Debra MacFarlane-Dick</a> </span><em>Studies in Higher Education</em> <em>31(2):199-218</em> (<em>2006</em>)Thu Dec 04 01:52:39 CET 2008Studies in Higher Education2199-218Formative assessment and self-regulated learning: a model and seven principles of good feedback practice312006WLEFormativeEAssessment assessment formative learning practice principles The research on formative assessment and feedback is re-interpreted to show how these processes can help students take control of their own learning – i.e. become self-regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already assessing their own work and generating their own feedback and that higher education should build on this ability. The research underpinning each feedback principle is presented and some examples of easy-to-implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.http://www.bibsonomy.org/bibtex/2207ea774acca3d0164dc5d9295921513/yishyish2008-12-01T11:44:02+01:00WLEFormativeEAssessment assessment feasstpatterns formative theory wleformativeeassessment <span class="authorEditorList"><a href="/author/Black">Paul Black</a>, and <a href="/author/Wiliam">Dylan Wiliam</a> </span><em>Assessment, evaluation and accountability</em> (<em>2009</em>)Mon Dec 01 11:44:02 CET 2008Assessment, evaluation and accountability1Developing the theory of formative assessment12009WLEFormativeEAssessment assessment feasstpatterns formative theory wleformativeeassessment http://www.bibsonomy.org/bibtex/25910f4b7537ac371b878aa1df8388199/yishyish2008-12-01T11:43:04+01:00WLEFormativeEAssessment formative learning mathgamespatterns theory <span class="authorEditorList"><a href="/author/Black">Paul Black</a>, and <a href="/author/Wiliam">Dylan Wiliam</a> </span><em>Educational Assessment, Evaluation and Accountability</em> (<em>2009</em>)Mon Dec 01 11:43:04 CET 2008Educational Assessment, Evaluation and Accountability1Notes towards a theory of formative assessment12009WLEFormativeEAssessment formative learning mathgamespatterns theory Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.http://www.bibsonomy.org/bibtex/2acf3ddd79e7e64bfccfdce019a6f416d/yishyish2008-09-16T18:50:24+02:00AIED ITS eassessment education formative learner learning modelling openlearnermodeld wleformativeeassessment <span class="authorEditorList"><a href="/author/Dimitrova">Vania Dimitrova</a> </span><em>International Journal of Artificial Intelligence in Education</em> <em>13(1):35-78</em> (<em>2003</em>)Tue Sep 16 18:50:24 CEST 2008International Journal of Artificial Intelligence in Education135-78STyLE-OLM: Interactive Open Learner Modelling132003AIED ITS eassessment education formative learner learning modelling openlearnermodeld wleformativeeassessment There is a strong argument in Artificial Intelligence in Education which advocates that computer-based learning systems need to adapt to the needs of learners if they are to provide for effective personalised instruction (Self, 1999a). Diagnosing a learner's cognitive capacity is a crucial issue in building adaptive systems. We have explored an interactive open learner modelling (IOLM) approach which conceives diagnosis as an interactive process involving both a computer system and a learner that discuss and together construct the learner model. This paper outlines the architecture of an interactive open learner modelling system and illustrates the method in a terminological domain. We discuss an evaluative study of an IOLM demonstrator – a system called STyLE-OLM. The results from the study demonstrate potential benefits of the method for improving the quality of the learner model and providing a means for fostering reflective thinking. We argue that IOLM is a fruitful approach which may be employed in intelligent learning environments both for obtaining a better model of a learner’s cognitive state and engaging learners in reflective activities.http://www.bibsonomy.org/bibtex/2768cf71072c441084cbdd572e3acd939/yishyish2008-09-16T16:49:08+02:00assesment formative wleformativeeassessment <span class="authorEditorList"><a href="/author/Black">P. Black</a>, and <a href="/author/William">D. William</a> </span><em>Learning Assessment in Education</em> (<em>1998</em>)Tue Sep 16 16:49:08 CEST 2008Learning Assessment in Education7--74Assessment and classroom51998assesment formative wleformativeeassessment http://www.bibsonomy.org/bibtex/22037562090b6bf6ef2e49e3dfcb5b3f1/yishyish2008-05-30T04:51:38+02:00cscl education evaluation formative higher interviews learner-centered learning methodology methods mythesis summative wleformativeeassessment <span class="authorEditorList"><a href="/author/Phillips">Rob Phillips</a>, <a href="/author/Bain">John Bain</a>, <a href="/author/McNaught">Carmel McNaught</a>, <a href="/author/Rice">Mary Rice</a>, and <a href="/author/Tripp">David Tripp</a> </span><em>http://www.tlc.murdoch.edu.au/archive/cutsd99/handbook/handbook.html, </em>(<em>2000</em>)<em>lastaccessed=21 June, 2007 . </em>Fri May 30 04:51:38 CEST 2008http://www.tlc.murdoch.edu.au/archive/cutsd99/handbook/handbook.htmllastaccessed={21 June, 2007}Handbook for Learning-centred Evaluation of Computer-facilitated Learning Projects in Higher Education2000cscl education evaluation formative higher interviews learner-centered learning methodology methods mythesis summative wleformativeeassessment http://www.bibsonomy.org/bibtex/236b211057da958faeb62defb9cbfa7bc/yishyish2007-06-22T15:10:44+02:00evaluation formative fun games hci learning methods mythesis observation usability wleformativeeassessment <span class="authorEditorList"><a href="/author/Barendregt">Wolmet Barendregt</a>, <a href="/author/Bekker">Mathilde M. Bekker</a>, and <a href="/author/Speerstra">Mathilde Speerstra</a> </span><em>Proceedings of the IFIP 8th International Conference on Human-Computer Interaction INTERACT-03</em> (<em>2003</em>)Fri Jun 22 15:10:44 CEST 2007Proceedings of the IFIP 8th International Conference on Human-Computer Interaction INTERACT-03705-708Empirical evaluation of usability and fun in computer games for children32003evaluation formative fun games hci learning methods mythesis observation usability wleformativeeassessment http://www.bibsonomy.org/bibtex/22484dd124285ecd397ccd0bf01362c97/yishyish2007-06-22T14:20:54+02:00assesment curriculum evaluation formative learning policy summative teaching <span class="authorEditorList"><a href="/author/Harlen">Wynne Harlen</a>, and <a href="/author/James">Mary James</a> </span><em>Assessment in Education</em> <em>4(3):365--379</em> (<em>1997</em>)Fri Jun 22 14:20:54 CEST 2007Assessment in Education3365--379Assessment and learning: differences and relationships between formative and summative assessment41997assesment curriculum evaluation formative learning policy summative teaching The central argument of this paper is that the formative and summative purposes of assessment have become confused in practice and that as a consequence assessment fails to have a truly formative role in learning. The importance of this role is argued particularly in relation to learning with understanding (deep learning). It is pointed out that the requirements of assessment for formative and summative purposes differ in several dimensions, including reliability, the reference base of judgements and the focus of the information used. This challenges the assumption that summative judgements can be formed by simple summation of formative ones. An alternative procedure for linking formative and summative assessment is proposed such that their separate functions are preserved.http://www.bibsonomy.org/bibtex/211148527297e01bc3c665dcf1aacc859/yishyish2007-06-21T23:26:23+02:00computers education evaluation formative learning multimedia summative <span class="authorEditorList"><a href="/author/Alexander">Shirley Alexander</a>, and <a href="/author/Hedberg">John G. Hedberg</a> </span><em>Proceedings of the IFIP TC3/WG3.2 Working Conference on the Seign, Implementation and Evaluation of Interactive Multimedia in University Settings, </em><em>page 233--244. </em><em>New York, NY, USA, </em><em>Elsevier Science Inc., </em>(<em>1994</em>)Thu Jun 21 23:26:23 CEST 2007New York, NY, USAProceedings of the IFIP TC3/WG3.2 Working Conference on the Seign, Implementation and Evaluation of Interactive Multimedia in University Settings233--244Evaluating technology-based learning: Which model?1994computers education evaluation formative learning multimedia summative http://www.bibsonomy.org/bibtex/2f7ebd9789b7cdb6e037c18e8d1448669/yishyish2007-06-12T13:17:24+02:00analysis centered design evaluation formative methodology methods user user-task <span class="authorEditorList"><a href="/author/Gabbard">Joseph L. Gabbard</a>, <a href="/author/Hix">Deborah Hix</a>, and <a href="/author/Swan">J. Edward Swan</a> </span><em>IEEE Computer Graphics and Applications</em> <em>19(6):51--59</em> (<em>1999</em>)Tue Jun 12 13:17:24 CEST 2007Los Alamitos, CA, USAIEEE Computer Graphics and Applications651--59User-Centered Design and Evaluation of Virtual Environments191999analysis centered design evaluation formative methodology methods user user-task The ever-increasing power of computers and hardware rendering systems has, to date, primarily motivated the creation of visually rich and perceptually realistic virtual environment (VE) applications. Comparatively very little effort has been expended on the user interaction components of VEs. As a result, VE user interfaces are often poorly designed and are rarely evaluated with users. Although usability engineering is a newly emerging facet of VE development, user-centered design and evaluation in VEs as a practice still lags far behind what is needed. In this article we present a structured, iterative methodology for the user-centered design and evaluation of VE user interaction. Figure 1 illustrates our basic technique: we recommend performing (1) user task analysis, followed by (2) expert guidelines-based evaluation, followed by (3) formative user-centered evaluation, and finally by (4) summative comparative evaluation. In this article we first give some motivation and background for our methodology, and then we describe each of these techniques in some detail. We then discuss how we applied these techniques to a real-world battlefield visualization virtual environment, and finally discuss why this approach provides a cost-effective strategy for assessing and iteratively improving user interaction in VEs.