Self-Assessment in Building Online Communities of Learning

2009 ◽  
pp. 431-443 ◽  
Author(s):  
Karen Weller Swanson ◽  
Mary Kayler
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Student Learning ◽  
Learning Theories ◽  
Self Assessment ◽  
Online Learning Communities ◽  
Advance Student ◽  
Assessment Techniques ◽  
Evaluation Of Learning ◽  
Goals And Objectives

The incorporation of self-assessment techniques and opportunities within the online learning process can enhance student learning and support the development of self-directed learners. Formative assessment (evaluation of learning in process) enables students to take ownership of their learning and to also evaluate their learning in relationship to required course goals and objectives. Formative assessment use within online learning communities works to create strong communities of practice (student learning in relationship with peers); a constructivist orientation towards learning. Accountability for learning in conjunction with peers can support and advance student learning experiences, encourage active engagement, and provide authentic experiences that advance students’ understanding of their own developmental framework and the transformative nature of learning theories.

Learning Theory and Online Learning in K-12 Education

2015 ◽  
pp. 126-146 ◽  
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Student Learning ◽  
Learning Theory ◽  
The United States ◽  
Learning Theories ◽  
Instructional Models ◽  
Student Academic Performance ◽  
Integration Of Learning ◽  
K 12

Several questions need to be asked about how the applications of learning theories in online learning and how it impacts student learning. Online learning has the ability to promote rapid growth of student academic performance using instructional strategies such as differentiated instructions to meet the specific needs of students. However, less is known about the integration of learning theory and online learning in K-12 schools and its impact on student learning. This chapter seeks to demonstrate the integration of learning theories, online learning and its effects on student academic performance. In this chapter, researchers trace the trend of online learning in K-12 schools, discuss how instructional models are used to promote online learning in K-12 education, and provide discussion on the prospects and challenges facing online learning in the United States. Recommendation for future studies and conclusion are discussed.

Learning Theory and Online Learning in K-12 Education

2015 ◽  
pp. 167-187
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Student Learning ◽  
Learning Theory ◽  
The United States ◽  
Learning Theories ◽  
Instructional Models ◽  
Student Academic Performance ◽  
Integration Of Learning ◽  
K 12

Several questions need to be asked about how the applications of learning theories in online learning and how it impacts student learning. Online learning has the ability to promote rapid growth of student academic performance using instructional strategies such as differentiated instructions to meet the specific needs of students. However, less is known about the integration of learning theory and online learning in K-12 schools and its impact on student learning. This chapter seeks to demonstrate the integration of learning theories, online learning and its effects on student academic performance. In this chapter, researchers trace the trend of online learning in K-12 schools, discuss how instructional models are used to promote online learning in K-12 education, and provide discussion on the prospects and challenges facing online learning in the United States. Recommendation for future studies and conclusion are discussed.

scholarly journals Formative Assessment and Self-Regulated Learning during Pandemic Era

2021 ◽  
Vol 9 (2) ◽  
pp. 72
Author(s):  
Ai Fatmawati ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Self Regulation ◽  
Immediate Feedback ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Efl Teachers ◽  
Regulated Learning ◽  
Assessment Techniques

During online learning in Covid-19 outbreak, self-regulation is needed more due to the different learning situation and distance between student and teacher. One of the ways to support student self-regulated learning in EFL classes is through the implementation of formative assessment. The aim of this study is to find out the formative assessment that EFL teachers use in online learning and how they perceive the role of formative assessment in supporting students’ self-regulated learning. To get the data, questionnaire adapted from Gan et al. (2019); Pat-El et al. (2013) was utilized. Interviews also were conducted to get deeper understanding about the findings obtained through questionnaire. The findings revealed that during online learning, EFL teachers used a variety of formative assessment techniques, using online platforms that were easy to use. They agreed that students need to have self-regulated learning skills during online learning. However, some of them did not know for sure that the formative assessment they conducted could enhance students’ self-regulated learning since only some students submitted their work. Further research can be done to find out strategies to implement formative assessment using technologies or tools utilized in online learning where the students can get immediate feedback and use it to help them improve their learning.

Impact of Formative Assessment on Students’ English Writing Skills at Elementary Level

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Tayyabba Yasmin ◽  
Muhammad Ahmed Qadri ◽  
Shaheen Pasha
Keyword(s):  
Formative Assessment ◽  
Writing Skills ◽  
Assessment Process ◽  
Elementary Level ◽  
Continuous Assessment ◽  
Self Assessment ◽  
English Writing ◽  
Assessment Techniques ◽  
Method Of Assessment ◽  
The Impact

The purpose of the current study was to measure the impact of formative assessment techniques on students’ writing skills. The techniques of formative assessment were used with sixty-four students. Formative assessment techniques were provided to students for three months. Summative assessment techniques and students’ survey was applied. In this study formative assessment was provided during the English writing process.  After the completion of the intervention, it was found that when students are provided with formative assessment during their studies, this method of assessment improves their learning process. The result depicts that when student remained under continuous assessment process, it improved their English writing skill. On the basis of these conclusions, it is recommended that teachers should use formative assessment in their classes during their teaching. They should also provide formative assessment not only to the students by themselves but also enable them for self-assessment for improvement in their learning.

Using Process Mining to Analyze Time-Distribution of Self-Assessment and Formative Assessment Exercises on an Online Learning Tool

2021 ◽  
pp. 1-1
Author(s):  
Cesar Dominguez ◽  
Francisco J. Garcia-Izquierdo ◽  
Arturo Jaime ◽  
Beatriz Perez ◽  
Angel Luis Rubio ◽  
...  
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Time Distribution ◽  
Process Mining ◽  
Learning Tool ◽  
Self Assessment

Online Learning Resource Based on One ID Website for All Access (OIAA) as a Student Learning Assistance System

2020 ◽  
Author(s):  
Rizqi Fajar Pradipta ◽  
Frimha Purnamawati ◽  
Mohd Hanafi Mohd Yasin ◽  
Dimas Arif Dewantoro ◽  
Muchamad Irvan ◽  
...  
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Assistance System ◽  
Learning Resource ◽  
Learning Assistance

scholarly journals Do We Need to Redesign the Current Assessment System in Bangladesh? A Review of Theory and Practice

2019 ◽  
Vol 5 (2) ◽  
pp. 37
Author(s):  
Faieza Chowdhury
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Reliability And Validity ◽  
Summative Assessment ◽  
Theory And Practice ◽  
Assessment System ◽  
Summative Assessments ◽  
Effective Manner ◽  
Current Assessment ◽  
Improve Student Learning

 In this current age of highly competitive global environment, teachers are under tremendous pressure to assess student learning in the most effective manner. Two tools that teachers commonly utilize to assess students in their classes are formative and summative assessment. In formative assessment, teachers gather data in order to improve student learning and in summative assessment they use the data to assess students’ learning at the end of a specific course of study. The scores on both types of assessment should meet the minimum standards of both reliability and validity. In this article we highlight the differences between the two forms of assessment, discuss the theories pertaining to summative and formative assessment, identify how educators at tertiary level in Bangladesh commonly utilize the two types of assessment and disclose opinions of teachers regarding whether the current assessment system is appropriate or need any further improvements. Findings from the study indicate that most teachers have an incomplete and unharmonious understanding about assessment often failing to clearly distinguish between formative and summative assessments.

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