Activating Assessment for Learning

2010 ◽  
pp. 319-342 ◽  
Author(s):  
Denise Whitelock
Keyword(s):  
Web 2.0 ◽  
Staff Training ◽  
Assessment For Learning ◽  
Tool Development ◽  
Next Generation ◽  
Web 2.0 Tools ◽  
Assessment Tasks ◽  
Computer Assessments ◽  
Learning Forward ◽  
Pedagogical Framework

This chapter examines the role Web 2.0 tools can play in promoting the “assessment for learning” agenda. It presents a number of cases of peer, self, and computer assessments that display a range of characteristics proposed by Elliott (2008) for the next generation of assessment tasks. The discussion of the cases reveals a missing characteristic, which is a form of feedback to the students that will take their learning forward—the author calls this “advice for action.” It is argued that in order for assessment tasks and tools to become more effective they need to be embedded within a pedagogical framework, which in turn requires a supportive infrastructure as proposed by the 4Ts pyramid. The major components of the pyramid consist of: (1) tool development; (2) staff training; (3) rethinking the assessment tasks; and (4) learning from the assessment tasks.

scholarly journals Integrating Web 2.0 Tools in Writing Class to Promote Assessment for Learning

2019 ◽  
Vol 4 (2) ◽  
pp. 53
Author(s):  
Movi Riana Rahmawanti ◽  
Amalul Umam
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Learning Assessment ◽  
Structured Interviews ◽  
Web 2.0 Tools ◽  
English As Foreign Language ◽  
Course Content ◽  
Writing Class ◽  
Language Classroom

Technology has been implemented for instruction with various resources to explore course content and assess students’ learning. In this study, Web 2.0 tools was implemented in writing classroom for Higher education students. A Web 2.0 tools that was used was because it is known as an online means and has been used to perpetuate interactions and communication within a collaborative learning. Assessment is central to teaching and learning, from which a decision whether or not the goals of education are being met. At the same time, the demand of today’s era makes it quite challenging for educators to find the best way to assess their students. Action research method was employed in the study in which observation and individual semi-structured interviews we re used to collect the data. The result of the study is the knowledge of implementation of Web 2.0 tools in EFL (English as foreign language) classroom, from which a guidance of using Web 2.0 tools to promote assessment for learning will be arrived at. This study concludes that Web 2.0 tools can be applied to promote Assessment for learning, and it has several benefits to the student s to improve their learning quality.

scholarly journals Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

2013 ◽  
Vol 29 (2) ◽  
Author(s):  
Athanassios Jimoyiannis ◽  
Panagiotis Tsiotakis ◽  
Dimitrios Roussinos ◽  
Anastasia Siorenta
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Classroom Practice ◽  
Development Program ◽  
Teacher Preparation Program ◽  
Learning Space ◽  
Web 2.0 Tools ◽  
Pedagogical Content ◽  
Instruction And Learning ◽  
Pedagogical Framework

<p>Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the pedagogical impact of using Web 2.0 tools in the classroom practice. Do teachers feel comfortable and ready to adopt educational Web 2.0? What are their beliefs and perceptions regarding the educational potential of Web 2.0? What are the educational and contextual issues that determine teachers' challenges and decisions to use Web 2.0 in their classroom practice? This paper addresses the questions above by presenting the design and the implementation of a development program aiming to prepare teachers to make meaningful and purposeful use of Web 2.0 tools in their classroom. The model of technological pedagogical content knowledge and the authentic learning approach were the guiding principles that largely influenced the Web 2.0 pedagogical framework, which was designed and applied in this particular teacher preparation program. The program findings were encouraging as far as the participants' perceptions and beliefs towards educational Web 2.0 and the expected outcomes for the students. Implications and recommendations are drawn in relation to the use of the proposed Web 2.0 pedagogical framework to guide teachers' development and the effective implementation of Web 2.0 tools in the classroom to maximize benefits and enhance students' learning.</p>

CDC.Gov Features: The Use of Web 2.0 Tools to Repurpose Health Messages in Web 1.0 Format

2009 ◽  
Author(s):  
Maureen S. Marshall ◽  
Karen Morrione ◽  
Curtis Hendrickson ◽  
Sarah Logan Gregory ◽  
Joanne Stein ◽  
...  
Keyword(s):  
Web 2.0 ◽  
Health Messages ◽  
Web 2.0 Tools

EDUCATIONAL APPEAL OF WEB 2.0 TOOLS: ARE STUDENTS ENTHUSIASTIC?

2017 ◽  
Author(s):  
Gheorghe Macarie ◽  
Ana Voichita Tebeanu ◽  
Daniela Teodora Chicioreanu
Keyword(s):  
Web 2.0 ◽  
Web 2.0 Tools

Analysis of technological, individual and community factors influencing the use of popular Web 2.0 tools in LIS education

2017 ◽  
Vol 35 (5) ◽  
pp. 977-993 ◽  
Author(s):  
Chokri Barhoumi
Keyword(s):  
Standard Deviation ◽  
Web 2.0 ◽  
Technology Acceptance ◽  
Information Science ◽  
Instant Messaging ◽  
Research Approach ◽  
Web 2.0 Tools ◽  
Content Type ◽  
Community Factors ◽  
Factors Influencing

Purpose This research paper aims to explore the technological, individual and community factors influencing the use of popular Web 2.0 tools in library and information science (LIS) education to prepare LIS students for Library 2.0. The study was guided by the activity theory (AT) and technology acceptance model (TAM) of Davis as a lens. The study reveals a set of factors concerning the technical tools, subjective perceptions, goals of online discussion, social presence within a community, rules for participation and roles of the participants that affect their online engagement patterns. Design/methodology/approach This study was performed during the 2015 academic year; it used a descriptive analytical research approach for exploring and analysing technological, individual and community factors influencing the use of the popular Web 2.0 tools in LIS education. Findings The results show that at the technological level of the AT, educators in the sample found the WhatsApp instant messaging and Twitter to be the easiest tools to use, selecting those tools at, respectively, 73.2 per cent (standard deviation = 0.450) and 61.1 per cent (standard deviation = 0.490). WhatsApp and Twitter also lead at the individual level of the AT, as the most valuable platforms for sharing information and knowledge. Video, text and photo objects are the most commonly shared items, used by 90.7, 93.5 and 98.9 per cent, respectively. Originality/value This study may be useful to help information science educators to prepare graduates for the emerging Web 2.0 environments and to prepare students for Library 2.0.

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