A Conceptual Framework for E-Assessment in Higher Education

2014 ◽  
pp. 652-673 ◽  
Author(s):  
Luís Tinoca ◽  
Alda Pereira ◽  
Isolina Oliveira
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Four Dimensions ◽  
Assessment Culture ◽  
Digital Assessment ◽  
E Learning ◽  
Assessment In Higher Education ◽  
Assessment Strategies

The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, naturally implying the resource to a variety of assessment strategies. Within this context, we have seen the emergence of what has been called by several authors, the Assessment Culture. Furthermore, Higher Education e-learning environments have also promoted the use of new e-assessment strategies. Therefore, it is important to reconsider the concept of quality assessment in Higher Education online contexts, and particularly how to develop it in the present learning landscapes. In this chapter, the authors present a new conceptual framework for digital assessment in Higher Education supported by four dimensions—authenticity, consistency, transparency, and practicability—each composed by a set of criteria, aimed at promoting the quality of the assessment strategies being used. This framework was developed based on the expansion of the concept of validity supported by edumetric qualities.

E-Assessment in Portuguese Higher Education

2019 ◽  
pp. 312-333
Author(s):  
Lúcia Amante ◽  
Isolina Rosa Oliveira ◽  
Maria João Gomes
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Public Higher Education ◽  
New Approach ◽  
Assessment Culture ◽  
New Learning ◽  
Learning Scenarios ◽  
Portuguese Higher Education ◽  
Assessment Strategies

The new learning scenarios resulting from technological development and in particular of Web 2.0 make it necessary to rethink the teaching practices in higher education, namely at the level of assessment strategies aligned with more recent paradigms. The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, implying the use of a variety of assessment strategies. What models can anchor this new assessment culture? How can one design an assessment program that guarantees the quality of this new approach? Based on a new theoretical framework for e-assessment in higher education, the authors construct and apply a survey aimed to identify the practices and the perspectives of the teachers, and the experiences and the perspectives of the students in public higher education institutions. In this chapter, the authors present and discuss the results obtained and advance a proposal for teacher training.

scholarly journals Technical Quality of a Mobile SPOC

2018 ◽  
Vol 12 (5) ◽  
pp. 140
Author(s):  
Naima Belarbi ◽  
Abdelwahed Namir ◽  
Nadia Chafiq ◽  
Mohammed Talbi
Keyword(s):  
Learning Environments ◽  
Online Courses ◽  
Mobile App ◽  
Technical Quality ◽  
Quality Factors ◽  
Computer Based Learning ◽  
E Learning ◽  
Computer Based ◽  
Windows Phone

<p class="0papertitle">Computer based Learning Environments are mainly shaped by emerging environments such as Massive Open Online Courses (MOOCs), SPOCS (Small Private Online Courses) and Mobile learning. This variety challenges the quality of the content delivered in these various environments. In Moroccan higher education, SPOCS is a trending topic widely used in its context of blended learning. The present work focuses on an SPOC delivered as a hybrid mobile app and on factors that define its technical quality. The objective is to propose a set of technical quality factors which are defined following a study of literature, focusing on frameworks, labels, practices that are used to assess the quality of e-learning environments, MOOCs, SPOCs and mobile applications. ISO standards for the quality software and the guidelines for the most dominant Mobile Operating Systems (Android/IOS/Windows phone) are also considered when defining these criteria. The proposed criteria can be twofold used: 1) to assess the technical quality of an existing mobile SPOC; 2) constitutes guidelines to increase the technical quality of a new mobile SPOC</p>

Students' Attitudes towards the Use of a Virtual Learning Environment with the Presence of Advertisements: Pilot Study

2021 ◽  
Vol 9 (2) ◽  
pp. 165-173
Author(s):  
MB Mutheiwana ◽  
KL Sharp ◽  
M Motale
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
South African ◽  
Learning Environments ◽  
Research Study ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Measuring Instrument ◽  
E Learning ◽  
Students Attitudes

Objective - As Higher Education Institutions (HEIs) begin to investigate how they can increase revenue and decrease costs, the Virtual Learning Environments (VLEs) already implemented in most HEIs may be the solution. The opportunity for including advertisements on a VLE allows HEIs to minimise the significant financial implications associated with the development and use of a VLE, without reducing the value of the service provided. While incorporating advertisements onto VLEs makes sense financially, there is limited knowledge on how students will respond to the presence of advertisements on VLEs. Consequently, this research study reports on the findings from a pilot study conducted to determine the legitimacy and reliability of a measuring instrument being employed to investigate students' attitudes towards the use of a VLE with the presence of advertisements at a South African university of technology. Methodology/Technique - A measuring instrument, including constructs of self-efficacy, technology experience, perceived ease of use, perceived usefulness, satisfaction, pre advert presence and post advert presence on a selected VLE was employed in this research study. A six-point Likert scale, ranging from 1= strongly disagree to 6= strongly agree was used to avoid the utilisation of a seventh scale item of neither agree nor disagree. After the initial pre-testing of the questionnaire, carried out to verify face and content validity, was completed, a non-probability, convenience, judgement sample of 50 students from a South African public higher education institution situated in the Gauteng province was taken. The gathered pilot data was analysed using the Statistical Package for Social Science (SPSS), Version 25.0. Findings - The findings indicate that the measuring instrument was deemed legitimate and reliable with regards to investigating students' attitudes towards the use of a VLE with the presence of advertisements. Novelty - Only one previous study has been conducted with regards to evaluating students' attitudes towards advertising on HEI VLEs, which was conducted in the UK. In addition, other studies closely related are concerned with students' attitudes towards e-learning and do not evaluate students' attitudes towards the use of a VLE with the presence of advertisements. Attitudes contribute to understanding the perceptions of students towards a VLE. Consequently, if HEIs are to incorporate advertisements on the VLEs used within HEIs, then evaluating the attitudes of the students enrolled at these HEIs, towards the use of a VLE with the presence of advertisements, is paramount. Type of Paper - Empirical. Keywords: E-learning, attitudes, virtual learning environments, advertisements, students, higher education institutions, South Africa. JEL Classification: I22, I23, M30, M31, M37 URI: http://gatrenterprise.com/GATRJournals/GJBSSR/vol9.2_6.html DOI: https://doi.org/10.35609/gjbssr.2021.9.2(6) Pages 165 – 173

Interactive E-Textbook Platform Based on Block Editing Model in Crowdsourcing E-Learning Environments

2021 ◽  
Vol 17 (1) ◽  
pp. 50-66
Author(s):  
Ja-Ryound Choi ◽  
Soon-Bum Lim
Keyword(s):  
Programming Languages ◽  
Learning Environments ◽  
Visual Programming ◽  
Student Feedback ◽  
Feedback Information ◽  
Feedback Analysis ◽  
Digital Textbooks ◽  
E Learning ◽  
Visual Programming Language

Instructors can now work with students to create various textbooks based on crowdsourcing. In particular, as feedback provided by students is essential for determining the quality and direction of classes, instructors should interact with students who are currently participating in classes by exchanging feedback. This paper proposes a block editing model that can reflect student feedback. The block editing model is an interactive e-textbook editing model that is dynamically updated based on the feedback provided by students in real time without modifying the structure of digital textbooks. In particular, in order for even non-developers who do not know web programming languages to be able to produce interactive digital textbooks easily, the authors developed an editor that could help implement them based on Blockly, a visual programming language. This paper enables instructors to improve the direction and quality of classes depending on the learning achievement of students and understanding based on feedback information provided by students and feedback analysis.

Digital Assessment Literacy in Online Courses (Formative/Summative)

2022 ◽  
pp. 404-417
Author(s):  
Ramashego Shila Mphahlele
Keyword(s):  
Learning Environment ◽  
Teaching Practices ◽  
Online Courses ◽  
Assessment Literacy ◽  
Digital Assessment ◽  
E Learning ◽  
Specific Assessment ◽  
Assessment Strategies

Assessment is a valuable process that assists teachers to identify teaching practices that are effective for all students since not every student learns or retains information in the same way. In the open, distance, and e-learning (ODeL) environment, specific assessment strategies can be employed to make a judgment and make the best decisions about the student's achievement. Due to the nature of the ODeL learning environment, assessments should be digital for powerful insights without the paperwork. This chapter employed digital assessment literacy to provide a particular perspective of assessment strategies in the ODeL.

Applying E-Portfolio Evaluation Criteria to the Blackboard LMS E-Portfolio

2015 ◽  
pp. 157-185
Author(s):  
Gary F. McKenna ◽  
Gavin J. Baxter ◽  
Thomas Hainey
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Evaluation Criteria ◽  
Education Institution ◽  
Portfolio Evaluation ◽  
Personal Learning ◽  
Need To Evaluate ◽  
E Learning ◽  
Uk Higher Education ◽  
Intended Effect

An important part of educational effective practice is performing evaluations to optimise learning. Applying evaluation criteria to virtual and personal learning environments enables educators to assess whether the technologies used are producing the intended effect. As online educational technologies become more sophisticated so does the need to evaluate them. This chapter suggests that traditional educational evaluation frameworks for evaluating e-Learning are insufficient for application to LMS e-portfolios. To address this problem we have developed evaluation criteria designed to assess the usability of LMS e-portfolios used within higher education. One of the main problems with evaluating the usability of LMS e-portfolio is that there is a distinct lack of empirical evidence of evaluation criteria designed and developed for evaluating e-portfolios. This chapter describes the results of applying newly developed LMS e-portfolio evaluation criteria within one UK higher education institution.

Through the Eyes of Students and Faculty

2016 ◽  
pp. 557-584
Author(s):  
Maysaa Barakat ◽  
Debra N. Weiss-Randall
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Educational Leadership ◽  
Learning Environments ◽  
Social Exclusion ◽  
Research University ◽  
Attrition Rates ◽  
Face To Face

Online enrollments have been growing substantially faster than overall higher education enrollments. It is argued that online learning can help address issues of educational inequity, poverty, and social exclusion. The momentum is moving towards online learning, and universities are pressured to develop more online options for their students in order to stay relevant and provide needed flexibility. On average, courses that are delivered online have higher attrition rates than regular face-to-face courses. There are numerous challenges and difficulties in developing online learning environments without sacrificing the quality of learning. This case study examines the development, delivery, and evaluation of online learning through the eyes of students and faculty of an educational leadership department in a Southeast research university.

Education and E-Learning Evaluation and Assessment

2009 ◽  
pp. 189-194
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Learning Environments ◽  
Needs Analysis ◽  
Assessment And Evaluation ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
New Perspective ◽  
Definition Of ◽  
Teaching Learning

The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

Multidimensional Assessment of Open-Ended Questions for Enhancing the Quality of Peer Assessment in E-Learning Environments

2020 ◽  
pp. 147-173
Author(s):  
Loc Phuoc Hoang ◽  
Le Anh Phuong ◽  
Somjit Arch-int ◽  
Ngamnij Arch-Int
Keyword(s):  
Learning Environments ◽  
Process Model ◽  
Peer Assessment ◽  
Student Assessment ◽  
Assessment Method ◽  
Free Text ◽  
Multidimensional Assessment ◽  
Positive Attitudes ◽  
E Learning

In online learning environments, peer assessment activities lack the observation and supervision by the teacher or instructor. Therefore, students may be lacked full effort to assess their peers. There exist the students' hesitation about criticizing their peers and scoring their peers honestly, the likelihood for peer assessment to be occasionally unreliable and unfair. The present assessment methods focus only on the single-dimensional assessment of content rather than the activities and collaborations among the students. Students also have no chance to analyze and comment on their peer answers. This study explored the multidimensional assessment method on open-ended question to foster positive attitudes and full effort among students engaging in E-learning environments. The objectives are as follows: 1) To develop a process model for multidimensional assessment (M-DA) to enable effective learning 2) To develop free-text answers assessment by using vector space model and semantic extraction model 3) To develop an algorithm for evaluating students' based on multidimensional assessment. Two groups of parallel students taking an e-course were tested on the system. The results of experiment noted that the proposed method overcomes the method just focuses on student assessment only without consideration and evaluation of the quality of the peer assessment. In light of the findings, the proposed method actively impacted on the development and improvement of learning and the quality of peer assessment among students in E-learning environments.

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