scholarly journals Learning Analytics for Peer-assessment

2017 ◽  
Vol 41 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Blaženka Divjak ◽  
Marcel Maretić
Keyword(s):  
Mathematical Modeling ◽  
Learning Analytics ◽  
Peer Assessment ◽  
Validity And Reliability ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
Reliability Check

Learning analytics deals with the data that occurs from students' interaction with ICT: collecting data, analyzing and reporting that can influence learning and teaching. Analysis of validity and reliability of assessment lags behind other applications of learning analytics. We present here mathematical modeling of learning analytics for assessment, especially for peer-assessment. In addition, we analyze and categorize students' recognition of advantages and disadvantages of peer-assessment. Finally implementations of reliability check of peer-assessment in Moodle Workshop module are explained.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

A Five-Stage Process for Establishing Contextually Valid Systematic Observation Instruments: The Case of Rugby Union

2002 ◽  
Vol 16 (2) ◽  
pp. 138-159 ◽  
Author(s):  
Clive J. Brewer ◽  
Robyn L. Jones
Keyword(s):  
Interobserver Agreement ◽  
Rugby Union ◽  
Face Validity ◽  
Validity And Reliability ◽  
Systematic Observation ◽  
Observation Instrument ◽  
Observation Instruments ◽  
Elite Level ◽  
Stage Process ◽  
Reliability Check

The purpose of this paper is to propose a five-stage process for establishing both validity and reliability in new systematic observation instruments. The process is contextualized within the working behaviors of elite level rugby union coaches within the practice setting. The sequential stages began with observer training and progressed through the identification of coaching behaviors through induction (to establish content validity), to establishing face validity through a domain-referenced test. The objectivity and reliability of the developed behavioral classifications are determined through an interobserver agreement test while, finally, the researcher’s ability to reliably reproduce data with the developed instrument is determined using a test/retest intraobserver reliability check. The developed instrument (the Rugby Union Coaches Observation Instrument: RUCOI) is deemed able to record the situationally unique behaviors arising from the nature of the sport and of the elite standard, both of which were considered to impinge upon the pedagogical process in the said context.

scholarly journals Using Electronic Assessment System in Higher Education: Challenges and Solutions for Lectures, Students and Institutions

2019 ◽  
Vol 8 (2S9) ◽  
pp. 673-678
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
Technology Development ◽  
Assessment System ◽  
Assessment Process ◽  
Successful Implementation ◽  
Validity And Reliability ◽  
Learning And Teaching ◽  
Electronic Assessment ◽  
Assessment Systems

Assessment is an important component of education especially in the context of the learning and teaching environment. In higher education, assessment is the heart of formal education. Nowadays, technology plays an important role in the assessment process. Therefore, using technology development has an impact on improving the assessment system. Focus on the using of electronic assessment (e-assessment) systems is increasingly developing at the higher education level. Technological developments have led to a shift in concepts and ways of assessing moving from face-to-face assessment to digital-based assessment, namely an end-to-end assessment process using ICT. E-assessment system is provides many benefits for the effectiveness and efficiency of learning in higher education for lecturers, students and institutions. Many e-assessment models are developed to meet various objectives, especially in the purpose of educational learning. However, there are many challenges in its process and application. This paper aims to provide an example of e-assessment system application, describe challenges in the use of e-assessment systems in higher education based on literature, journals and research results and provide recommendations on how to deal with all of these challenges so that the assessment objectives can be achieved. The method that used is to figure out and describe qualitatively. Overall conclusion is the e-assessment system has become one of the requirements in higher education with many models. There are still many questions for lecturers, students and institutions that pose challenges in the application of e-assessments related to validity and reliability, accuracy, fairness, security, infrastructure and human resources. Based on this fact then the recommendation of these challenges in the successful implementation of e-assessment in higher education are paying attention to the characteristics of e-assessment, designing assessments according the needs, and creating a complete and accessible assessment system for all.

scholarly journals IMPLEMENTATION OF PEER ASSESSMENT IN EDUCATIONAL PROCESS

2019 ◽  
Author(s):  
Nataliia Morze ◽  
Viktoriia Vember
Keyword(s):  
Formative Evaluation ◽  
Peer Assessment ◽  
Evaluation Criteria ◽  
Educational Process ◽  
Theory And Practice ◽  
Teaching Staff ◽  
Evaluation Tools ◽  
Traditional Assessment ◽  
Advantages And Disadvantages ◽  
Digital Evaluation

The article presents the peculiarities and trends of the implementation of peer assessment in the educational process of institutions of higher education, analyzes the view of world scholars on the changes in the theory and practice of assessing academic achievements of students in the context of emphasizing personality-oriented learning, namely recognition of the formative evaluation function through which students become not only observers of the process of evaluation by the teacher, and are involved in the use and development of evaluation criteria, self-assessment and peer assessment. The peculiarities of formative and peer assessment are analyzed, advantages and disadvantages of traditional and peer assessment are determined. Among the suggested ways to avoid the disadvantages of traditional assessment is the combination of traditional and peer assessment, the implementation of ICT tools to support peer assessment. The digital evaluation tools were analyzed and the results of the survey of teachers regarding the interest in possession of digital evaluation tools were presented, which was attended by 769 teachers from six Ukrainian partner universities of the MoPed project. The results of the survey on the use of assessment techniques and the use of digital tools for assessment, which was attended by scientific and teaching staff of the Borys Grinchenko Kyiv University, were presented. The results of the survey showed that today peer assessment is used in the educational process by 15.6% of respondents, 62.3% use it in part, 22.1% do not use it. At the same time, 51.9% of the respondents are ready to use peer assessment in the educational process after a closer look at this method. According to the survey results, the digital instruments used by scientific and teaching staff in the learning process are the most popular ones: e-mail, computer tests that are checked automatically, and work with shared documents or presentations, but some resources that can be used for peer assessment, less than a third of teachers are used and their use does not always take into account all possibilities of such means.

Math Modeling of Vacuum Conductive Timber Drying

2014 ◽  
Vol 1040 ◽  
pp. 478-483
Author(s):  
M. Goreshnev ◽  
E. Litvishko
Keyword(s):  
Mathematical Modeling ◽  
Mass Transfer ◽  
Mathematical Models ◽  
Heat And Mass Transfer ◽  
Block Diagram ◽  
Calculated Data ◽  
Math Modeling ◽  
Advantages And Disadvantages ◽  
Transfer Problems

The article is devoted to the mathematical modeling of vacuum conductive timber drying. Analysis of known mathematical models allowed revealing their advantages and disadvantages. The modeling block diagram based on the drying periods is proposed. Lykov’s equations have been selected to solve heat and mass transfer problems. The comparison of experimental and calculated data has been conducted.

Learning Analytics Tool for Bulgarian School Education

2021 ◽  
Vol LXIV (4) ◽  
pp. 410-424
Author(s):  
Silvia Gaftandzhieva ◽  
◽  
Rositsa Doneva ◽  
George Pashev ◽  
Mariya Docheva ◽  
...  
Keyword(s):  
Financial Management ◽  
Learning Analytics ◽  
School Education ◽  
Accounting Systems ◽  
Learning And Teaching ◽  
Digital Repositories ◽  
Stakeholder Groups ◽  
Data Driven Decisions ◽  
Learning Data

Nowadays, schools use many information systems to automate their activities for different stakeholders’ groups – learning management systems, student diary, library systems, digital repositories, financial management and accounting systems, document processing systems, etc. The huge amount of data generated by the users of these systems, led to increased interest in the collection and analysis of data to encourage students to achieve higher results, teachers to provide personalized support and school managers to make data-driven decisions at all levels of school, and stimulates research into the application of Learning Analytics (LA) in schools. The paper presents a LA model and a software prototype of the LA tool designed for the needs of Bulgarian school education from the perspective of different stakeholder groups (students, teachers, class teachers, parents, school managers, inspectors from evaluation agencies), aiming to improve school methods of approaching and analyzing learning data. The tool allows stakeholders to track data for students’ learning or training for different purposes, e.g. monitoring, analysis, forecast, intervention, recommendations, etc., but finally to improve the quality of learning and teaching processes. Research and experiments with the model and the LA tool under consideration are conducted based on the information infrastructure of a typical Bulgarian school.

Teachers and Mathematical Modeling

2018 ◽  
pp. 216-236
Author(s):  
Samantha Analuz Quiroz Rivera ◽  
Ruth Rodríguez Gallegos
Keyword(s):  
Mathematical Modeling ◽  
Real World ◽  
Collaborative Work ◽  
Lesson Plans ◽  
Teaching Mathematics ◽  
Learning And Teaching

Mathematics cannot be reduced to the use of algorithms. The main objective of teaching mathematics in school is their application in real world situations. Mathematical modeling was born as an answer of this concerned and implies the relation between mathematics and applications. Because of that, teachers need to be correctly training in the use of mathematical modeling in their daily lesson plans. The aim of this study is to propose a methodology for help teachers purchase mathematical modeling as a strategy to teach mathematics. Our methodology is based on the analysis of teachers' conceptions about learning and teaching mathematics and after that promote their evolution. The main characteristic is the collaborative work between teachers and the researcher in cycles of discussion and classes' implementation. The evidence showed that teachers can actually change their conceptions about what is needed for teaching mathematics and design lesson plans using mathematical modeling.

Teachers and Mathematical Modeling

2017 ◽  
pp. 45-64
Author(s):  
Samantha Analuz Quiroz Rivera ◽  
Ruth Rodríguez Gallegos
Keyword(s):  
Mathematical Modeling ◽  
Real World ◽  
Collaborative Work ◽  
Lesson Plans ◽  
Teaching Mathematics ◽  
Learning And Teaching

Mathematics cannot be reduced to the use of algorithms. The main objective of teaching mathematics in school is their application in real world situations. Mathematical modeling was born as an answer of this concerned and implies the relation between mathematics and applications. Because of that, teachers need to be correctly training in the use of mathematical modeling in their daily lesson plans. The aim of this study is to propose a methodology for help teachers purchase mathematical modeling as a strategy to teach mathematics. Our methodology is based on the analysis of teachers' conceptions about learning and teaching mathematics and after that promote their evolution. The main characteristic is the collaborative work between teachers and the researcher in cycles of discussion and classes' implementation. The evidence showed that teachers can actually change their conceptions about what is needed for teaching mathematics and design lesson plans using mathematical modeling.

Perspectives on Blended Open Distance Education Learning and Teaching in a South African Context

2010 ◽  
pp. 20-49
Author(s):  
Shawren Singh ◽  
Hsuan Lorraine Liang
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Blended Learning ◽  
South African ◽  
Tertiary Education ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
African Context ◽  
The University

In this chapter, we will discuss the blended learning approach that has been adopted by the University of South Africa (an open and distance learning tertiary education institute). We will discuss our perspectives on using these blended learning approaches and tools in order to facilitate our teaching. We will then provide a comparison on the advantages and disadvantages of some of the blended approaches we have used. We will also discuss the future trends of the use of blended approaches in the context of open distance education and learning. Lastly, we will conclude this chapter by providing our perspectives on the blended learning and teaching approaches adopted by the University of South Africa.

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