The OnTask Project aims to provide personalised, timely support actions to large student cohorts. The two-year project started in 2016 and is funded through a Strategic Priority Commissioned Grant by the Office of Learning and Teaching (OLT) of the Australian Government.
‘Automated Feedback’ has existed in various forms at UTS for quite some time: from online quizzes, to adaptive learning platforms, to conditional messaging. But…
Formative assessment practices are those that provide teachers and students with information about learning as it develops—not just at the end of a project, unit, or year. The information is formative because it enables adjustments that deepen learning: Teachers use formative assessment to make adjustments to instruction, and students use the feedback from formative assessments to make revisions to their work and their approaches to it.
As a result, students learn more.
This website is designed to provide teachers with formative assessment practices that can be plugged into any curriculum and instruction. Each technique has been tested in classrooms and online, and has been shown to support effective teaching as well as deepen student learning.
The Arts Assessment for Learning project has demonstrated that formative assessment can play a central role in arts education by focusing teachers and students on the learning goals, the gaps between students’ performances and those goals, and ways to close those gaps.
Lista de vídeos de Heidi andrade sobre feedback.
Ioana Jivet What are our LDE CEL researchers currently working on? In this article Learning Analytics researcher Ioana Jivet gives a short introduction to her study on the Learning Tracker widget.
P. Cantillon, and J. Sargeant. BMJ (Clinical research ed.), (January 2008)4957<m:linebreak></m:linebreak>JID: 8900488; epublish;<m:linebreak></m:linebreak>Formació.
W. Chang, and I. McLean. BMC medical research methodology, (January 2006)4243<m:linebreak></m:linebreak>PUBM: Electronic; DEP: 20060302; JID: 100968545; 2005/09/07 received; 2006/03/02 accepted; 2006/03/02 aheadofprint; epublish;<m:linebreak></m:linebreak>Mesures de contrast.
A. Halkoaho, M. Matveinen, V. Leinonen, K. Luoto, and T. Keränen. BMC medical ethics, 14 (1):
53(January 2013)<b>From Duplicate 2 (<i>Education of research ethics for clinical investigators with Moodle tool.</i> - Halkoaho, Arja; Matveinen, Mari; Leinonen, Ville; Luoto, Kirsi; Keränen, Tapani)<br/></b><br/>Ètica; Formació; Recerca clínica.
S. Ambrose, M. Bridges, M. DiPietro, M. Lovett, and M. Norman. John Wiley & Sons, (2010)Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn. Herbert Simon.