The Impact of Technology on Assessment and Evaluation in Higher Education

2011 ◽  
pp. 222-235 ◽  
Author(s):  
James P. Van Haneghan
Keyword(s):  
Higher Education ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Organizational Assessment ◽  
Assessment And Evaluation ◽  
Summative Assessments ◽  
The Social ◽  
Technological Tools ◽  
Impact Of Technology ◽  
The Impact

This chapter explores the impact of technology on assessment and evaluation in higher education. The impacts on classroom, program, and organizational assessment are discussed. Both formative and summative assessments in classrooms have been impacted by emerging technologies. However, the impact of many of the technological tools developed by measurement specialists has not been as widespread as one would expect given the age of many assessment technologies. Nevertheless, there remains a great potential for new measurement technologies to significantly improve classroom assessment practices. Technology for organizational assessment has continued to boom in light of the dual push for both accountability and continuous improvement by accreditors. The social impacts and burden of organizational assessment and evaluation are discussed. Overall, it is concluded that in order to evaluate the impact of technology, attention needs to be paid to the consequences of both classroom and organization assessment.

scholarly journals Student Auditing of University Social Responsibility - Reform through Reflective, Experiential Learning?

2017 ◽  
Author(s):  
Isabel Menezes ◽  
Márcia Coelho ◽  
Fernanda Rodrigues ◽  
Peter Evans ◽  
Brian Martin
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Initial Data ◽  
Social Responsibility ◽  
Public Engagement ◽  
European Universities ◽  
The Social ◽  
Teaching Support ◽  
The Impact

The emphasis on the social responsibility of higher education institutions emerged more systematically in the Post-Bologna European context. This paper presents an overview of a case study on a certificate in university social responsibility auditing, based on three European universities: Edimburgh, Kaunas and Porto. The goal is to develop an auditor training for students based on experiential learning, that is coherent and replicable in diverse contexts and that involves the various stakeholders. The project is based on a set of benchmarks of university social responsibility developed in the context of a European project, namely:  Research, Teaching, Support for Learning and Public Engagement; Governance; Environmental and Societal Sustainability; and Fair Practices. We will report on the initial data generated by the ESSA Project, in respect of student recruitment, baseline attitudes and the impact of participation in the training and the first audit.

scholarly journals LIFE ON DISPLAY: WHY IT IS IMPORTANT TO EXPOSE YOUR ACTIONS ON THE SOCIAL NETWORK

2021 ◽  
Vol 6(72) (4) ◽  
pp. 41-48
Author(s):  
A. E. Starchenko ◽  
M. V. Semina
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Social Network ◽  
Reference Group ◽  
Human Life ◽  
Sociological Study ◽  
The Social ◽  
Personal Accounts ◽  
The Impact ◽  
To Receive

Social networks have emerged relatively recently in human life, but have already become an integral part of it. Companies tell about themselves, their activities, innovations, promotions and events in their profiles. This helps increase audience coverage, tell more about your brand, products, services. People in personal accounts have the opportunity to share their lives and creativity through photos, videos and texts. Now it is not necessary to receive higher education to become an operator, director or actor whose talent is recognized by society. It is enough to start a page on the social network and start sharing your knowledge and creativity. To find out why people post photos, videos and write texts on their social networks, a pilot sociological study was carried out. The method of deep interview with active users of social networks was chosen to carry out the study. The interview allowed getting unique information, to learn the opinion of users about social networks, the impact of the new way of communication on their life, to identify the reasons why users start and maintain profiles. The respondents were 20 users of social networks between the ages of 19 and 22. Interviewees have profiles on the most popular Instagram and Vkontakte networks. As a result of the analysis of the interview, a tendency was revealed to differ in the perception of users of their actions on the social network and similar actions of other users. Their content is perceived by them as opportunities to be in sight, as a resource to form their social status and an element of influence on their reference group. And the same content published by others is perceived as boasting.

scholarly journals Roles and Challenges of Technology in Corporate Social Responsibility

2019 ◽  
Vol 6 (2) ◽  
pp. 5336-5340
Author(s):  
Mohamed Abualhaija DBA
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Global Economy ◽  
Atomic Bomb ◽  
Brand Name ◽  
Research Fields ◽  
The Social ◽  
Impact Of Technology ◽  
Corporate Social ◽  
The Impact

Many believe that Corporate Social Responsibility (CSR) is irrelevant and bad for businesses, while others swear of its strategic importance for the overall growth of local and global economies. This paper examines the impact of technology on corporates morals and social responsibility. Companies like GE and Nike direct resources and strategies to strengthen the environment and local and global communities. Through improving education programs and investing in technology, these companies attempt to fulfill their social responsibilities to all communities. Companies use corporate social responsibility to build a reputation and a brand name. Through technology exports, the world’s economy is synchronized. Creating and sharing technology enhances the world’s productivity and economy, mainly because developing countries are incapable of investing much in R&D. As the infusion of technology contributes to the growth of the global economy, the question remains to what degree the technological breakthroughs create ethical and moral concerns when exploring new frontiers, and to what degree scientists consider the social and ethical consequences when testing and investigating. This paper explores some of the ethical, social, and legal circumstances related to different controversial research fields to include creating the atomic bomb, human cloning, and the research of synthetic biology science.  

Interdisciplinary Pedagogies in Higher Education

2017 ◽  
Author(s):  
Debora DeZure
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Interdisciplinary Learning ◽  
Professional Students ◽  
Online Tools ◽  
Interdisciplinary Problem Solving ◽  
The Many ◽  
Impact Of Technology ◽  
The Impact

“Interdisciplinary Pedagogies in Higher Education” explores the increasing integration of goals for interdisciplinary learning in American higher education. The chapter begins with working definitions of interdisciplinary learning and the many factors that have led to its proliferation. It then reviews the elaboration of new methods to teach and to assess interdisciplinary learning, emerging models of interdisciplinary problem-solving, and practice-oriented resources and online tools to assist undergraduate, graduate, and professional students and their instructors with interdisciplinary problem-solving and communications in cross-disciplinary and interprofessional contexts. The chapter concludes with the impact of technology, for example, e-portfolios and other digital and technology-enabled tools, and evidence of an emerging body of scholarship of teaching and learning focused on interdisciplinary learning.

A Systematic Review of the Use of Social Media as a Recruitment Tool on the Social Ethical and Privacy Context

2020 ◽  
pp. 226-255
Author(s):  
Ghadah Althawwad
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Ethical Issues ◽  
Daily Lives ◽  
Ethical Concerns ◽  
The Social ◽  
Use Of Social Media ◽  
Impact Of Technology ◽  
Recruitment Tool ◽  
The Impact

The influence of social media such as Facebook, LinkedIn, and Twitter plays an increasingly influential role in the daily lives of people. Despite the rise of interest in this topic, the research discussing the ethical concerns of using social media for recruitment purposes remains in exploratory stages. This chapter provides a systematic review of recent research that was published from 2012 to 2018 and focused on ethical issues related to the use of social media for recruitment purposes. The techno-ethical lens, which studies the impact of technology on ethics, was used to explore the social and ethical aspects of how recruiters use social media for recruitment purposes.

Doing Time Wisely: The Social and Personal Benefits of Higher Education in Prison

2018 ◽  
Vol 98 (4) ◽  
pp. 490-513 ◽  
Author(s):  
Jillian Baranger ◽  
Danielle Rousseau ◽  
Mary Ellen Mastrorilli ◽  
James Matesanz
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Attitudes And Behaviors ◽  
The Past ◽  
The Social ◽  
Women's Prison ◽  
Women's Imprisonment ◽  
Education Effects ◽  
Impact Of Higher Education ◽  
The Impact

Much of the research on postsecondary education effects on incarcerated individuals has focused on men. However, given the increased rates of women’s imprisonment over the past 40 years, scholars should examine the impact of higher education in prison on women. In this qualitative study, the authors assess the social and personal benefits of participating in a college behind bars program delivered in a women’s prison. Data gathered with both program participants and faculty suggest that students in the program experienced a reduction in criminogenic attitudes and behaviors as well as positive changes in self-perception.

Insights on lean gamification for higher education

2017 ◽  
Vol 8 (3) ◽  
pp. 359-376 ◽  
Author(s):  
Ahmed Deif
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Social Impact ◽  
Evaluation Criteria ◽  
Assessment Criteria ◽  
Lean Thinking ◽  
Content Type ◽  
Social Processing ◽  
The Social ◽  
The Impact

Purpose There is no argument that using games (gamification) is an efficient way of learning in higher education. The questions, though, are which gamification approach is most suitable at that level and how to assess its suitability? This paper aims to attempt to partially answer these two questions, in the context of lean thinking education. Design/methodology/approach The paper offers an assessment criteria to investigate the impact of lean gamification based on the evaluation of motivational, cognitive and social processing during games. In addition, a study is conducted among selected games using these assessment criteria. The study included statistical as well as comparative analysis. The study was based on a sample of undergraduate students learning various lean thinking concepts through physical games over the course of six months. Findings Results showed different interaction levels between the three evaluation criteria depending on the type and design of the lean game. The reported scores and analysis drew various lessons on how to use gamification in the context of lean teaching, outlined some best practices in lean games design and suggested recommendations in mapping lean games from industrial domain to higher education domain. Research limitations/implications The scope of this research was bounded by the sample size of students as well as the selected nine lean thinking games. Larger pool of students as well as other lean thinking games can offer further insights and confirm the outlined ones. Practical implications The presented work will help lean thinking educators in higher education to better understand the student dynamics associated with engaging them in this type pf pedagogical approach. It will help guiding lean thinking games’ designer on how to better cater for this segment of lean thinking learners. Finally, it will aid in promoting lean gamification as an effective learning tool. Social implications The social impact is achieved through enhancing lean thinking education to a wide number of students. This will positively impact the society through the application of the effective lean tools at different stages, levels and places in these students’ life experiences. Originality/value This study offers one of the very few applications in gamification assessment in the context of lean thinking. Furthermore, it integrates the social processing criterion for the first time with the classical two other criteria (motivation and cognitive) used in games education assessment. Finally, it offers new insights for lean thinking game designers for higher education learners.

scholarly journals Unreasonable rage, disobedient dissent

2018 ◽  
Vol 11 (1) ◽  
pp. 82-108 ◽  
Author(s):  
Jessica Gagnon
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Student Engagement ◽  
Social Construction ◽  
Media Coverage ◽  
Student Activists ◽  
The United Kingdom ◽  
The Social ◽  
Media Discourses ◽  
The Impact

This article explores the limits of student engagement in higher education in the United Kingdom through the social construction of student activists within media discourses. It scrutinises the impact of dominant neoliberal discourses on the notion of student engagement, constructing certain students as legitimately engaged whilst infantilising and criminalising those who participate in protest. Exploring media coverage of and commentary on students engaged in activism, from the 2010 protests against university fee increases and from more recent activism in 2016, the article draws upon Sara Ahmed’s (2014) Willful Subjects and Imogen Tyler’s (2013) Revolting Subjects to examine critically the ways in which some powerful discourses control and limit which activities, practices and voices can be recognised as legitimate forms of student engagement.

The Impact of Technology on Assessing Social Skills

1992 ◽  
Vol 11 (4) ◽  
pp. 189-195 ◽  
Author(s):  
Keith Storey
Keyword(s):  
Social Skills ◽  
Computer Technology ◽  
Community Involvement ◽  
Social Skill ◽  
Persons With Disabilities ◽  
The Social ◽  
Impact Of Technology ◽  
The Impact

The social skill of persons with disabilities has been found to influence employment, schooling, friendships, community involvement, and overall quality of life. However, the ability of researchers and practitioners to assess social skills has been limited by reliance upon paper and pencil recording procedures. The development of computer technology offers refinement and expansion of the ability to adequately assess social skills. In this paper, the impact of technology on assessing social skills in persons with disabilities is addressed in terms of describing the technology, implications of the technology, and the role of micro versus macro analysis.

scholarly journals Exploring and conceptualizing teacher formative assessment practices and digital applications within a technology-enhanced high school classroom

2017 ◽  
Author(s):  
◽  
Nilay Muslu
Keyword(s):  
High School ◽  
Formative Assessment ◽  
Technology Use ◽  
Assessment Process ◽  
Assessment Practices ◽  
Sociocultural Learning ◽  
Classroom Norms ◽  
Impact Of Technology ◽  
Ipad Applications ◽  
The Impact

Formative assessment is essential for improving student learning. Formative assessment research has predominantly used cognitive learning theories. In this dissertation study, I used sociocultural learning perspectives to understand how formative assessment supported student learning during interaction and how it empowered students. This dissertation included three manuscripts. The first manuscript was a conceptual study. I developed a new formative assessment cycle that was built on sociocultural perspectives and prior formative assessment cycles. The model included four steps: building community, monitoring community, community mediation, and redefining goals. These steps were described in detail with examples, and the roles of the teacher, learners, and peers were discussed. Future researchers may potentially use the model to understand formative assessment practices. Practicing teachers and teacher educators may benefit from the provided examples for classroom implementation of the model. In the empirical part of the dissertation, Chapter Three and Chapter Four, the participant teacher, who was a high school physics teacher, was selected from teachers that had been actively using iPads in their classrooms. This study was conducted at a public high school in the Midwest United States that had a diverse student population. Data were collected across eighteen class sessions. Primary data sources included video recorded observation of class sections, iPad applications, and teacher interviews. Supporting secondary sources included pictures taken during observations, lesson plans, assessment examples, student-works, and student interviews. In the second manuscript, I examined a high school physics teacher's technology enhanced classroom to understand the impact of technology on the teacher's formative assessment practices, and how the iPad influenced the formative assessment process, by using sociocultural learning perspectives. The participant teacher's formative assessment practices were described (members, tools, and classroom norms). Results showed that influences of the iPad on the formative assessment process were: 1) transforming classroom community, 2) empowering students, and 3) facilitating evidence-based discussions. This study shed light on: the impact of technology use on the teacher's formative assessment practice, how the impact rebuilt the classroom norms, and how technology use impacted student identity development. In the third manuscript, I focused on the most important aspect of formative assessment - feedback. I examined how well iPad applications (apps) supported providing feedback. Then, I compared the app affordances with teacher practice. To enable analysis of data, I enhanced Hatzipanagos and Warburton's (2009) feedback dimensions. Analysis revealed app diversity in supporting different feedback dimensions, and the teacher, through additional discussion and interactions with students, was able to support dimensions that an app did not. The provided examples of app affordances and teacher practices may be beneficial to prospective and practicing teachers. Application designers may benefit from this study towards improving their apps to support effective feedback.

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