Welcome to the Assessment Resources at HKU. This is the home for conceptual and practical information relating to the development, innovation and research for assessment in higher education. Based on the results of institutional surveys conducted in universities around the world, assessment and feedback continue to be identified as the major challenges in teaching and learning. Despite various ongoing initiatives to improve on assessment and feedback in higher education, it would inevitably takes time to ignite changes in pedagogical practices. It is hoped that AR@HKU can act as a resource platform to facilitate, accelerate and promote a global move towards good practices in assessment and feedback. In this website you will be able to exchange ideas and find various strategies and descriptive details for assessing your students whether they are in groups, individuals, large class settings or through online assessment. You will also find ways for evaluating your teaching and tips for students on how to ace certain assessments.
Assessment guides actions for improving student learning. We serve the K-State community by supporting assessment activities, coordinating university assessments, and fostering a culture of improvement.
Our library of practical resources is available for researchers undertaking randomized evaluations and those teaching the technique to others. The resources presented here are curated by J-PAL in partnership with Innovations for Poverty Action (IPA).
AMEE Guides cover topical issues in medical and healthcare professions education and provide information, practical advice and support. They are designed for use by teachers individually to inform their practice and are widely used in staff development programmes. AMEE Guides can also provide a valuable resource to inform curriculum and course committees.
These guidelines aim at helping you with implementing ePortfolios in your organisation by being a clearing house of existing implementation strategies and relevant know-how for schools, universities, companies and other public or non-profit institutions.
Initially, we provide you with general ideas about ePortfolios by showing you some characteristics of educational settings and contexts of ePortfolio use. Thus, ePortfolios can support competence or skills oriented teaching, they can be used as an instrument for assessment or they can serve as a knowledge management tool. Even though the individual learner’s ePortfolio is more known, as there has been done more research into it,there are group or company ePortfolios as well.
The next section, “Recommended ePortfolio models, concepts and tools”, gives you an insight into requirements before implementing an ePortfolio (EUROPORTFOLIO Matrix), learning processes that can be facilitated with ePortfolios. The embedding of the ePortfolio within (higher) education and organizational settings and its use as a LLL tool is demonstrated via the ePortfolio meta model, while a Taxonomy of ePortfolios shows the manifold purposes of ePortfolios. If you have decided to implement ePortfolios in your institution, you can have a look at the evaluation of ePortfolio software/platforms in order to choose the tool appropriate for your context.
The following section “Approved implementation processes and requirements” can serve as a model for your own implementation. The instructions and checklists mentioned in this section give you guidance through the process of implementation. However, you can additionally have a glance at the challenges you have to face when implementing ePortfolios. The brief list of keywords is aimed at helping you brainstorming and/or considering what you have to care for. Glossaries are a part of this Wiki as well. They were developed by different experts in the field of ePortfolio and will hopefully help you to get acquainted with the terminology.
The e-portfolio web site: http://sites.elmira.edu/portfolio provides training resources, general resources, a slideshow presentation on Teacher Education portfolios that applies to all students, and a growing list of student portfolios that showcase what students at Elmira College have accomplished.
The Enhancement Themes are selected by the Scottish higher education sector and they provide a means for institutions, academic staff, support staff and students to work together in enhancing the learning experience.
This toolkit is designed to support those involved in the implementation of e-portfolios in higher (HE) and further education (FE) and work-based learning: practitioners planning to use e-portfolios in curriculum design and middle and senior managers addressing strategy and policy issues and challenges relating to the introduction of technologies for learning. It provides an implementation model and guidance. This short video screencast introduces the toolkit and this video is of the Maharauk2014 conference key note which also introduces the resource and the evaluation study at the University of Nottingham.
La Red De Evaluación Formativa Y Compartida en Educación Superior Presentación La Red de Evaluación Formativa y Compartida en Educación Superior (REFYCES) lleva funcionando desde septiembre de 2005. Su finalidad es la innovación en docencia universitaria, a través del desarrollo de ciclos de investigación-acción. La actividad principal de la Red es el desarrollo de experiencias…
Teachers as well as building and district leaders who are implementing the Ohio Teacher Evaluation System will benefit from training and support related to selecting, developing and using assessments. The Ohio Department of Education, in conjunction with Battelle for Kids, is offering this support through activities aimed at helping participants enhance their “assessment literacy” skills.
he Center for Assessment partnered with the Council for Chief State School Officers (CCSSO) to develop two companion resources to support states in their ongoing efforts to implement the accountability provision of the Every Student Succeeds Act (ESSA). The first resource provides state accountability leaders an overview of the federal law and key design considerations as they develop identification systems under ESSA. The second resource is intended to help state accountability leaders consider criteria and potential methods to evaluate the success, utility, and impact of their identification and accountability systems under ESSA.
The Campbell Collaboration promotes positive social and economic change through the production and use of systematic reviews and other evidence synthesis for evidence-based policy and practice.
Assessment Futures
Many students currently graduate without appropriate skills in assessment.
Assessment serves many purposes, including:
• helping students improve their learning, and
• certifying their learning.
This website is about an important additional purpose for assessment.
It is about equipping students for the learning and assessing they will need to do after completing their course and the challenges they will face after graduation.
In this post “missing data” does not mean absence of whole categories of data, which is a common enough problem, but missing data values within a given data set.
While this is a common problem in almost all spheres of research/evaluation it seems particularly common in more qualitative and participatory inquiry, where the same questions may not be asked of all participants/respondents. It is also likely to be a problem when data is extracted from documentary source produced by different parties e.g. project completion reports.
This is an interactive guide for people who are managing an evaluation.
The guide can be used for managing an evaluation that is conducted by an external evaluator or evaluation team, an internal team, or by a combination of these. It can be used for different types of evaluations and for evaluations of different types of interventions, including projects, programs, policies and clusters of projects. It can also be used for evaluation of research.
The guide aims to support decision making throughout the process of an evaluation, from planning its purpose and scope, designing it, conducting it, reporting findings and supporting use of its findings. In many organizations, this process will draw on the expertise of several individuals. Additional help may need to be obtained for one or more steps in the process.