Comprehensive Learner Record as a Vehicle for Assessment and Learning Transparency in a Skills Economy

This chapter outlines assessment technology that supports the development of Comprehensive Learner Record, or CLR. Here the authors present the theoretical landscape upon which current credentialing innovation builds, explore advancements through a case study of practice between University of Maryland, Baltimore County (UMBC) and the Greater Washington Partnership (GWP), and culminate with an overview of the assessment technology that ultimately facilitates recognition, validation, and portability of learning in the form of a comprehensive learner record.

Feasibility of Sensor Technology for Balance Assessment in Home Rehabilitation Settings

The increased use of sensor technology has been crucial in releasing the potential for remote rehabilitation. However, it is vital that human factors, that have potential to affect real-world use, are fully considered before sensors are adopted into remote rehabilitation practice. The smart sensor devices for rehabilitation and connected health (SENDoc) project assesses the human factors associated with sensors for remote rehabilitation of elders in the Northern Periphery of Europe. This article conducts a literature review of human factors and puts forward an objective scoring system to evaluate the feasibility of balance assessment technology for adaption into remote rehabilitation settings. The main factors that must be considered are: Deployment constraints, usability, comfort and accuracy. This article shows that improving accuracy, reliability and validity is the main goal of research focusing on developing novel balance assessment technology. However, other aspects of usability related to human factors such as practicality, comfort and ease of use need further consideration by researchers to help advance the technology to a state where it can be applied in remote rehabilitation settings.

Use of formative assessment at foreign language classes in higher education institute

The article is devoted to the problem of modernization of the education process in higher education institutes related to the implementation of the new Federal educational standard. The new educational paradigm requires searching for new innovative ways of forming of the key competences for personal and professional development. Russian scientists point to the situation in modern pedagogy when the use of innovative teaching methods contradicts traditional assessment systems. In the context of competence-based approach this contradiction can be eliminated by the introduction of new assessment methods, and then by the creation of assessment tools. The author suggests using the technology of formative assessment for the achievement of the educational and cognitive aspects of a foreign language class and the development of students regulatory skills. The key ideas of formative assessment technology, feasibility of its usage at foreign language classes in high school and phases of its implementation into the educational process are described in the present article. The educational and cognitive aspects are graphically presented in the system school-university. The educational and regulative students skills (self-control, self-evaluation, self-regulation) developed by the regular use of the technology at classes are listed. The author analyzes the main techniques of formative assessment technology (criteria-based assessment, comment from a teacher, mind map, self-report, feed-back), the implementation of which is thought to be the most effective at university, and give examples of their use at English classes.