Assessment for Learning

2020 ◽  
pp. 1090-1105
Author(s):  
Zineb Djoub
Keyword(s):  
Student Learning ◽  
Significant Role ◽  
Learning Process ◽  
Assessment For Learning ◽  
Formative Feedback ◽  
Group Assessment ◽  
Use Of Technology ◽  
Effective Use ◽  
Summative Feedback ◽  
Support Students

To support students, make effective use of feedback to improve their learning, this chapter provides practical tips and strategies for teachers to stimulate their students' interest in feedback, assimilate its significant role and get involved in interpreting, reflecting and acting upon feedback comments. The author focuses on both summative and formative feedback. For summative feedback, one's concern is to encourage students to interpret grades/marks, reflect upon them and transform them into plans and actions. This is through using reflective worksheets and other post-exam tasks in class which are designed by the author. Feedback within self, peer and group assessment approaches is also concerned in this chapter. Other kinds of reflective worksheets are suggested to be used to reflect on the student learning process as part of the student portfolio, journal or set separately, in addition to the use of technology, i.e., class blogs to enhance such reflection.

Assessment for Learning

2017 ◽  
pp. 19-35 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Student Learning ◽  
Significant Role ◽  
Learning Process ◽  
Assessment For Learning ◽  
Formative Feedback ◽  
Group Assessment ◽  
Use Of Technology ◽  
Effective Use ◽  
Summative Feedback ◽  
Support Students

To support students, make effective use of feedback to improve their learning, this chapter provides practical tips and strategies for teachers to stimulate their students' interest in feedback, assimilate its significant role and get involved in interpreting, reflecting and acting upon feedback comments. The author focuses on both summative and formative feedback. For summative feedback, one's concern is to encourage students to interpret grades/marks, reflect upon them and transform them into plans and actions. This is through using reflective worksheets and other post-exam tasks in class which are designed by the author. Feedback within self, peer and group assessment approaches is also concerned in this chapter. Other kinds of reflective worksheets are suggested to be used to reflect on the student learning process as part of the student portfolio, journal or set separately, in addition to the use of technology, i.e., class blogs to enhance such reflection.

Teaching Shakespeare Online in a Virtual Classroom

2011 ◽  
pp. 631-640
Author(s):  
David Judkins ◽  
Youmei Liu
Keyword(s):  
Faculty Member ◽  
Student Learning ◽  
Virtual Classroom ◽  
Instructional Designer ◽  
Management Tool ◽  
Online Course ◽  
Teaching Activities ◽  
Use Of Technology ◽  
Teaching Shakespeare ◽  
Effective Use

This chapter shares the experiences from a faculty member who teaches an online course-Shakespeare’s Major Plays, and from an instructional designer who helps the faculty design the course. It also relates the effective use of Course Management Tool-WebCT, to facilitate teaching activities and to engage student learning. This chapter concludes that a successful online course depends on two important factors, learner-engaged teaching and effective use of technology. The balance between the two enhances the efficacy of education and technology.

scholarly journals The Application of Eportfolio in Higher Education: implications for Student Learning

2014 ◽  
Vol 1 (2) ◽  
pp. 99
Author(s):  
Andrea Ximena Castaño Sánchez
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Student Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Use Of Technology ◽  
Important Challenge ◽  
Effective Use ◽  
The University ◽  
Assessment Strategies

Nowadays universities are introducing educational changes in their teaching practices and their assessment strategies. These changes are involving many areas in the university. One of the places where most of the changes are initiated is from the classroom settings. To support them, eportfolios in general are being used as a form to align the principles stated from the Bolonia Process towards a teaching more centred on the student supporting other aspects like mobility and recognition. Therefore, developing effective use of technology applied to education for teaching and learning has become an important challenge. In this regard, the main goal of this thesis was to identify learning environment characteristics when applying eportfolios for teaching and learning and students’ characteristics that could influence a meaningful learning.

Teaching Shakespeare Online in a Virtual Classroom

2008 ◽  
pp. 952-960
Author(s):  
David Judkins ◽  
Youmei Liu
Keyword(s):  
Faculty Member ◽  
Student Learning ◽  
Virtual Classroom ◽  
Instructional Designer ◽  
Management Tool ◽  
Online Course ◽  
Teaching Activities ◽  
Use Of Technology ◽  
Teaching Shakespeare ◽  
Effective Use

This chapter shares the experiences from a faculty member who teaches an online course-Shakespeare’s Major Plays, and from an instructional designer who helps the faculty design the course. It also relates the effective use of Course Management Tool-WebCT, to facilitate teaching activities and to engage student learning. This chapter concludes that a successful online course depends on two important factors, learner-engaged teaching and effective use of technology. The balance between the two enhances the efficacy of education and technology.

Strategies for Effective Use of Technology in Face-to-Face and Hybrid University Level Courses to Improve Student Learning

2013 ◽  
Vol 4 (2) ◽  
pp. 45-58 ◽  
Author(s):  
Balkeese V. Kunhi Mohamed
Keyword(s):  
Student Learning ◽  
Empirical Studies ◽  
Research Literature ◽  
Face To Face ◽  
Use Of Technology ◽  
White Boards ◽  
Multimedia Technologies ◽  
University Level ◽  
Face To Face Learning ◽  
Effective Use

The purpose of this paper is to (1) briefly discuss the definitions of face-to-face learning, hybrid learning, and related terms concerning the continuum of technology-based learning methods as proposed by Bates (2001) and Bates and Poole (2003); (2) introduce effective uses of technology in face-to-face and hybrid university level courses; and (3) discuss justifications based in research literature for the use of technology to enhance student learning. Technological recommendations include use of multimedia technologies; interactive white boards; and course management systems. This review of literature discusses both theoretical and research based articles and includes empirical studies showing the relationship between effective use of technology and student. The main focus of this paper is to introduce strategies for effective use of technology in both face-to-face and hybrid-style university level courses. This paper is intended for higher-education instructors in both face-to-face and hybrid-style instructional contexts.

scholarly journals The Use of Mobile Apps in Learning English Language

2020 ◽  
Vol 3 (3) ◽  
pp. 1363-1370
Author(s):  
Maryam Ameri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
New Technologies ◽  
Mobile Apps ◽  
Process Technology ◽  
Learning Skills ◽  
Use Of Technology ◽  
Effective Use

Throughout and out of college, the use of technology has become an integral part of the learning process. Technology helps teachers to adapt lessons in the classroom, thereby improving the learning process, English as a second language/international. This paper discusses different attitudes which help English language learners by using technologies to increase their learning skills. Researcher indicates that the effective use of new technologies improves learners’ language learning skills.

Pedagogical Cases in Integrating Technology Into Instruction

2020 ◽  
pp. 140-162
Author(s):  
Jackie HeeYoung Kim ◽  
Lucas John Jensen
Keyword(s):  
High School ◽  
Student Engagement ◽  
Research And Development ◽  
Student Learning ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Technology Tools ◽  
Use Of Technology ◽  
Integrate Technology ◽  
Effective Use

This chapter will showcase two practitioners' experiences in using technology tools to promote student engagement in learning in high school and college classroom contexts. A review of the characteristics of technology tools used and the suitable theoretical background of the use of their chosen technology tools will be presented respectively. This is followed by an overview of two failed instructional experimentations to integrate technology tools into existing teaching formats. The chapter will present a series of reflections on the suitability of educational incentives that technology can offer and provide some pedagogical insight for teachers who are thinking of using technology tools as a means to support student learning. This chapter will contribute to conducting successful research and development that can advance the effective use of technology to support teaching and learning.

The Effects of Guided Notes on Student Learning: Students Share Their Perceptions

2010 ◽  
Vol 13 (2) ◽  
pp. 58-62
Author(s):  
Jennifer C. Friberg ◽  
Jean Sawyer
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Note Taking ◽  
Guided Notes ◽  
Class Participation ◽  
New Material ◽  
Support Students

Guided notes have been used in a variety of ways to support students as they learn new material within various classroom settings. Historically, guided notes have been studied relative to their impact on student learning, rather than student engagement in the learning process. To that end, this study sought to determine the perceptions of 144 graduate and undergraduate students who used guided notes with regard to their impact upon class participation, reflection on course topics, mastery of course information, and overall note taking preferences. Results indicated that students valued the use of guided notes to serve certain purposes, but seemed to prefer the use of more traditional note taking procedures for others.

Pemanfaatan Teknologi Gawai pada Pembelajaran Anak SD di Era Pandemi Covid-19 dengan Menggunakan Metode Project Based Learning

2021 ◽  
Vol 1 ◽  
pp. 134-140
Author(s):  
Amana Wahyu Sulaiman ◽  
Mardiana Saputri
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
School Children ◽  
Learning Process ◽  
Elementary School Children ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
School Students ◽  
Use Of Technology ◽  
Learning Projects

Learning in the current era of the COVID-19 pandemic is carried out online, using screen-to-screen which is difficult in the teaching and learning process, both teachers and students in general. Learning using gadgets or gadgets that must be used by students. In this case, sometimes elementary school students actually abuse the use of technology that is outside the function of the student learning process. Student learning time is only 1-2 hours, they face the screen using a device. After that the children actually use these devices to play online games, play YouTube, play social media and others, which have an impact on the decreasing quality of children's learning. So from this there must be motivation to learn in improving learning in elementary school children. In general, elementary school children are not allowed to use devices, because their age is still vulnerable. Through this, that children must be closely monitored and they must really make the best use of their devices, so that later children can learn optimally through learning stages or learning projects. This learning project requires tiered learning which has a function as a form of student activity while at home in the current pandemic era. This learning project is intended for thematic learning, so that there are several lessons that will be made learning projects that can maximize learning in children.

The Effectiveness of Using the Group Investigation Model in Improving Mathematics Motivation in SMK Dwi Tunggal 1 Tanjung Morawa

2020 ◽  
Vol 3 (01) ◽  
pp. 154-163
Author(s):  
Fadilah ◽  
Halomoan, T.H ◽  
Priyanda, R
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Student Motivation ◽  
Learning Model ◽  
Motivation To Learn ◽  
Learn Mathematic ◽  
Mathematics Motivation ◽  
Process Observation

This research aims to find out whether by applying a group investigation leraning model can increase student’s motivation to learn mathematic grade X in SMK Dwi Tunggal 1 Tanjung Morawa. The research instruments used were observation and questioner. The observations used are statements of the learning process. Observation consists of observation sheets on the effectiveness of student learning, and observation of student learning motivation.The population this study is Students Class off X SMK Dwi Tunggal 1 Tanjung Morawa, while the sample in this study was a class off X-AP SMK Dwi Tunggal 1 Tanjung Morawa. From the results of the study can be seen an in crease student motivation to learn mathimatics by using a learning model of investigation b 75% at the first meeting and is categorized as effective, while at the second meeting it reaches 80% and is categorized as effective. Thereofere the use of the group investigation learning model is effective in creasing the motivation to learn mathematic in students of SMK Dwi Tunggal 1 Tanjung Morawa.  

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