Translation

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When you create a program here using ProcessingJS, the output is drawn to a canvas that acts like a piece of graph paper. To draw a shape, you specify its coordinates onto that graph.

Formative Assessment

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A presentation/module on formative assessement, explaining what it is abd what are the main features of this type of assessment

This module aims to explain what the concept of Formative Assessment means (including Formative Feedback). It outlines features of high-quality Formative Assessment, introduces a Formative Assessment tool and explains how to create a Formative Assessment that is relevant to a particular content/grade, using this specific tool.

The module is part of a wider Classroom Assessment Series

Peerwise – an open digital question authoring tool

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Peerwise is an open digital tool that students can use to author their own multiple choice questions about course content.

Peerwise is a free tool that enables students to create and to explain their understanding of course related practice questions, and to answer and discuss questions created by their peers. They are able to add in explanations to their questions, thus deepening their own understanding of content, as well as use the emerging library of questions to self quiz on course content. Some preliminary analysis of learning outcomes and results using this in two separate courses will be shared.

The link below provides a presentation about the use of Peerwise. It gives a demonstration and explanation of its use in biochemistry and general chemistry courses. The actual Tool can be found at https://peerwise.cs.auckland.ac.nz/

Collecting and Analyzing Data

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Learn how to collect your data and analyze it, figuring out what it means, so that you can use it to draw some conclusions about your work.

Analyzing information involves examining it in ways that reveal the relationships, patterns, trends, etc. that can be found within it. That may mean subjecting it to statistical operations that can tell you not only what kinds of relationships seem to exist among variables, but also to what level you can trust the answers you’re getting. It may mean comparing your information to that from other groups (a control or comparison group, statewide figures, etc.), to help draw some conclusions from the data. The point, in terms of your evaluation, is to get an accurate assessment in order to better understand your work and its effects on those you’re concerned with, or in order to better understand the overall situation.

Analyzing data, analytical thinking

Assessment practices for 21st century learning: review of evidence Analytical report

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Assessing key competences and transversal skills is a challenging task, as they refer to complex constructs that are not easily measurable. Although assessment policies that support the assessment of traditional key competences such as maths, languages and science have largely been implemented, they are often limited to the contexts provided by the subject matters with which they are most closely associated, and rarely assess related attitudes. Cross-curricular competences and transversal skills are harder to associate with individual subjects and to reflect in specific learning outcomes. An innovative approach to assessment practices is needed to grasp the complexity and multiple roles of modern learning.

This report reviews international research to demonstrate how European education systems can improve their assessment practices to measure and support students’ acquisition of key competences and transversal skills. It addresses the following questions: What are the different roles and purposes of classroom assessment? How can classroom assessment better support ‘21st century learning and teaching’, and what are the key conditions for aligning current assessment practices with the development of key competences? What specific classroom assessment practices are effective to assess the full range of students’ abilities and outcomes? What key recommendations can be made that can serve as important (first) steps to improve current policies on educational assessment?

Reading, Critical Thinking, Reflective Practice

Creepy Analytics and Learner Data Rights

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This paper argues that there is a legitimate distrust of ‘creepy’ analytics that misuse surveillance technologies and that a Charter of Learner Data Rights would be a strong foundation on which to build analytic technologies that are open, personalised, portable, adaptive and engaging for learners.

The techno-utopian dream of big data is in constant peril of succumbing to pervasive surveillance and consequently perpetrating privacy intrusion, stalking, criminal conduct and other forms of ‘creepy’ behaviour. While the term ‘creepy’ may not be scientific, it is a very apt and concise description for the feeling of unease that some new technologies provoke in learners and teachers. The ‘creepy treehouse’ syndrome describes inauthentic learning spaces that try to beckon students into online spaces by pretending to be genuine social networks (McBride, 2008). Creepy analytics, then, carry with them a sometimes hard-to-define, unsettling undercurrent below vendor claims of greater engagement and better retention outcomes.

Reading and Critical Thinking

Chapter 4. From Metrics to Analytics, Reporting to Action: Analytics’ Role in Changing the Learning Environment

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institutions will be required to transition from metrics to analytics and from reporting to actionable interventions. in this next generation of the learning environment, analytics will play a role in higher education. But leading the institution from metrics to analytics and reporting to action will require a significant institutional shift.

Higher education has access to more data than ever before. technological tools and resources are strengthening the institutional capacity to access data to improve decision making. Smarter tools that are leading to adaptive learning and personalized opportunities will soon be a reality. In fact, analytics on institutional data will prove key to transforming student retention, graduation, and success. Atuthors reflect on Emergence of Analytics, Building Analytics Capacity and a Leading Change Role that Analytics has.

Reading and Critical Thinking

Digital Assessment

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The course aims to develop the following competences:

  • explain learning oriented assessment influenced by 21 century learning trends
  • design assessment strategy to measure new learning trends
  • select correct ICT tools to meet assessment strategies at virtual learning environments

Learning material consists of: literature; presentations; practical tasks; discussion forums; additional interesting and useful sources.

Analyzing Progress Monitoring Data

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How can a teacher can interpret the information from the student’s graph using the Four-Point Method

After making adaptations to an intervention, the teacher needs to collect and analyze progress monitoring data to determine how the student is responding to the intervention. To obtain a reliable estimate, he or she must collect data for a minimum of six weeks (or six data points if data are collected more than once per week). After graphing the data, the teacher can evaluate the student’s performance using the Four-Point Method, an easy method for examining the relationship between the four most recent data points and the goal line. The figures below illustrate how a teacher can interpret the information from the student’s graph using the Four-Point Method.

Analyzing data, analytical thinking

ASSESSMENT TOOLS FOR LEARNING – WHY USE DIGITAL TOOLS TO ASSESS?

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Formative assessments can range from simply asking a student to answer a question in class or complete an online quiz. No matter the process, the teacher measures student knowledge of the subject, obtains valuable data on the students and then uses the data to modify instruction. Check the wide array of quiz creation tools available that will grade student work and give immediate feedback.

The best formative assessment tools help students self-reflect and take control of their own learning. In this independent learning unit, we will be focusing on digital tools that give immediate feedback to the students. If your students have devices in the classroom there are numerous ways to assess your students from having them take a survey or a quiz to actively participating in a discussion forum.

Asking students to answer questions in class can take a lot of time and quite often the same students answer all the questions. Using a digital form of assessment, all students have to answer the same questions and everyone has a voice. The students will also get immediate or quick feedback so that they can adjust their learning.

After completing this unit, the educator will:
1. Know about the variety of digital assessment tools available online
2. Understand how to assess students with digital tools
3. Be able to create and use quiz and polling tools with students
4. Be able to create and use interactive and video assessments with students
5. Understand that course management systems have built-in formative assessments
6. Be able to create online interactive lessons
7. Be able to use online bulletin boards
8. Make connections with technology standards and best practice
9. Transfer the learning to professional practice by applying these resources to assess students in the classroom