BibSonomy publications for /author/MellarWed Jul 27 01:37:06 CEST 2011Computers \& Educationapr3715--721{Formative e-assessment: Practitioner cases}542010educational-innovations, educational-technology, era-a-journal, evaluation, online-courses, web-based-instruction 17{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 to 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, Pachler, Mor, and Mellar (in press) . 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 paper 1 .}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-assessmentFri 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. 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 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.Mon Feb 15 00:00:00 CET 2010Computers & Education127-40Pedagogy embedded in educational software design: report of a case study.372001dblp Mon Feb 15 00:00:00 CET 2010Computers & Education3715-721Formative e-assessment: Practitioner cases.542010dblp Mon Feb 15 00:00:00 CET 2010Computers & Education3709-714Quality enhancement for e-learning courses: The role of student feedback.542010dblp Tue Dec 08 02:16:46 CET 2009York, UKTransforming Higher Education through Technology-Enhanced LearningThe role of research in institutional transformation2009education In the public statements of research-led universities the idea that there is a strong link between research and practice is either taken as axiomatic or, at the very least, as a goal to be achieved. However, there are those who argue that there is little connection between research and teaching, or that the relationship may actually be antagonistic, or that in the changing university we must face a more complex world with a range of kinds of research with different forms of relationship to teaching, and a variety of teaching paradigms implying different relationships between research and teaching (see for example the range of contributions in Barnett 2003). There have long been those who have pointed to the difficulty faced by academics in trying to maintain commitment to both teaching and research, seeing them as competitors for time and resource rather than as complementary aspects of scholarly endeavor (Fox 1992).Fri Dec 04 16:31:37 CET 2009York, UKTransforming Higher Education through Technology-Enhanced LearningThe role of research in institutional transformation2009institution institutionalchange jls10 learning practice research teaching theory In the public statements of research-led universities the idea that there is a strong link between research and practice is either taken as axiomatic or, at the very least, as a goal to be achieved. However, there are those who argue that there is little connection between research and teaching, or that the relationship may actually be antagonistic, or that in the changing university we must face a more complex world with a range of kinds of research with different forms of relationship to teaching, and a variety of teaching paradigms implying different relationships between research and teaching (see for example the range of contributions in Barnett 2003). There have long been those who have pointed to the difficulty faced by academics in trying to maintain commitment to both teaching and research, seeing them as competitors for time and resource rather than as complementary aspects of scholarly endeavor (Fox 1992).Mon Aug 17 00:00:00 CEST 2009Computers & Education31103-1110Investigating teacher stress when using technology.512008dblp Wed Oct 25 00:00:00 CEST 2006EC-TELconf/ectel/2006213-226Lecture Notes in Computer ScienceAdult Learners and ICT: An Intervention Study in the UK.42272006dblp