Learners’ Assessment and Evaluationin Serious Games: Approachesand Techniques Review
more on serious games in this IMS blog
more on serious games in this IMS blog
Where | Къде: СУ „Димитър Матевски“ https://goo.gl/maps/rojNjE3dk4s and online ( виртуално)
When | Кога: 2. май, 2018, 14 часа | May 2, 2018, 2PM local time (Bulgaria)
Who | Кой: преподаватели и педагози | teachers and faculty
How | Как: използвайте “обратна връзка” за споделяне на вашите идеи | use the following hashtag for backchanneling #BGtechEd
Plovdiv U recording available here
short link: http://bit.ly/teachassess
Тема1. Сравняване на Kahoot, Edpuzzle и Apester – 1-1, 1/2 час продължителност
Topic 1: A comparison of Kahoot, Apester and EdPuzzle
definitions | термини : BYOD (BYOx), flipped classroom, formative assessment (vs summative assessment)
|Kahoot (https://kahoot.it/) – 10 мин.|
|Apester (https://apester.com/ )– 10-15мин.|
|Edpuzzle (https://edpuzzle.com )– 10 – 15мин.|
Тема 2. Виртуална реалност в учебния процес – теория и практика- 1-1, 1/2 час продължителност
Topic 2. Virtual reality in teaching and learning – theory and hands-on
When a student is brilliant on the street corner but falling asleep in class, something is wrong with the schooling system
Ако учащ се е страхотен на ъгъла на улицата, но се проваля или заспива в клас, тогава нещо е грешно с учебната система
VR can be inexpensive and effective | Виртуална / разширена реалност може да бъде ефикасна и ефективна: http://blog.stcloudstate.edu/ims/2018/04/26/teaching-virtual-reality/
Definitions for VR/AR/MR | дефиниции на: виртуална реалност; разширена реалност; смесена реалност
#3 from the following blog entry: http://blog.stcloudstate.edu/ims/2018/04/17/practical-about-vr-and-ar-in-schools/ (go beyond storytelling)
Additional Information | Дпълнителна литература/информация
Formative Assessment Tools: http://blog.stcloudstate.edu/ims/2016/01/13/formative-assessment-tools/
please consider the following opportunities:
more on digital assessment in this IMS blog
Unlocking the Promise of Digital Assessment
By Stacey Newbern Dammann, EdD, and Josh DeSantis October 30, 2017
The proliferation of mobile devices and the adoption of learning applications in higher education simplifies formative assessment. Professors can, for example, quickly create a multi-modal performance that requires students to write, draw, read, and watch video within the same assessment. Other tools allow for automatic grade responses, question-embedded documents, and video-based discussion.
Integration of technology is aligned to sound formative assessment design. Formative assessment is most valuable when it addresses student understanding, progress toward competencies or standards, and indicates concepts that need further attention for mastery. Additionally, formative assessment provides the instructor with valuable information on gaps in their students’ learning which can imply instructional changes or additional coverage of key concepts. The use of tech tools can make the creation, administration, and grading of formative assessment more efficient and can enhance reliability of assessments when used consistently in the classroom. Selecting one that effectively addresses your assessment needs and enhances your teaching style is critical.
more on digital assessment in this IMS blog
By: Rachel J. Ebner, PhD
Another consideration in rebranding assessment would be to emphasize that assessment “draws from multiple sources” of information. This in turn would encourage faculty to think about assessment not as means of judgment, but rather as a process of evidence gathering. In fact, it helps underscore the idea that to really demonstrate effective learning and instruction, we must collect multiple pieces of evidence. As a result, faculty will be more likely to plan and implement multiple and varied assessment methodologies, which in turn will lead to the collection of more evidence and stronger validity of inferences about the extent of student learning.
more on assessment in this IMS blog
Eyal, L. (2012). Digital Assessment Literacy — the Core Role of the Teacher in a Digital Environment. Journal Of Educational Technology & Society, 15(2), 37-49.
Common to all is a view of the level of literacy as a measure of the quality of human capital of a society or a particular area. Literacy develops in interaction with the environment (Vygotsky, 1987).
digital assessment literacy refers to the role of the teacher as an assessor in a technology-rich environment.
Learning Management Systems (LMS) benefits and limitations
Measurement allows quantitative description of a particular characterization of an individual, expressed in numbers.
the combination of assessment and measurement provides a thorough and accurate picture, based upon which practical conclusions can be drawn (Wagner, 1997). A test is a systematic process in which an aspect of student behavior is quantitatively evaluated (Suen & Parkes, 2002).
For several decades this system of assessment has been criticized for a variety of reasons, including the separation between the teaching-learning process and the evaluation process, the relatively low level of thinking required, and the quantitative reporting of results, which does not contribute to students’ progress. In the last decade, the central argument against the tests system is that their predictability is limited to the field and context in which the students are tested, and that they do not predict student problem solving ability, teamwork, good work habits and honesty.
teachers mistakenly believe that repeating lessons will improve students’ achievements.
To evaluate how well the goals were achieved, objective measurement methods are employed (Black, et al., 2004).
Eshet- Alkalai (2004) offered a detailed conceptual framework for the term ‘digital literacy’ that includes: photo-visual thinking; reproduction thinking; branching thinking; information thinking; and socio-emotional thinking.
Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.
Eshet-Alkalai, Y., & Chajut, E. (2009). Changes Over Time in Digital Literacy. Cyberpsychology & Behavior, 12(6), 713-715. doi:10.1089/cpb.2008.0264
two major patterns of change over time: (a) closing the gap between younger and older participants in the tasks that emphasize profi- ciency and technical control and (b) widening the gap between younger and older participants in tasks that emphasize creativity and critical thinking. Based on the comparison with the matched control groups, we suggest that experience with technology, and not age, accounts for the observed lifelong changes in digital literacy skills
Eshet-Alkalai, Y., & Soffer, O. (2012). Guest Editorial – Navigating in the Digital Era: Digital Literacy: Socio-Cultural and Educational Aspects. Journal Of Educational Technology & Society, 15(2), 1.
a wide range of technological, cognitive and social competences—collectively termed “Digital Literacy.” Users thus must become “digitally literate” in order to cope effectively with the complex sociological, cognitive and pedagogical challenges these technologies pose. These skills include, for example, the ability to operate computers and navigate the net effectively, to cope with large volumes of information, to evaluate the reliability of information, and to critically assess what seem to be natural (and not ideologically biased) technological tools. In a different way from the spirit of modern print, learners construct and consume knowledge in non-linear environments. They need to learn, collaborate and solve problems effectively in virtual (non face-to-face) learning environments, and to communicate effectively in technology-mediated social participation environments.
It is important to note: digital literacy, then, is not limited simply to computer and Internet operation and orientation. It also relates to a variety of epistemological and ethical issues arise due to the unique characteristics of digital technologies and that are often overlapped with trends related to the post-modern and post-structural era. These include questions regarding the authority of knowledge, intellectual property and ownership, copyright, authenticity and plagiarism. Furthermore, issues such as self-representation, virtual group dynamics, and on-line addiction also arise.
more on digital literacy in this IMS blog
NISO Virtual Conference:
Justifying the Library: Using Assessment to Justify Library Investments
April 20, 11:00am – 5:00pm EST – Learn more and register at: http://www.niso.org/news/events/2016/virtual_conference/apr20_virtualconf/
Assessment exercises for institutional libraries are frequently a double-edged sword; they’re as readily used to justify cuts as they are to bolster budgets. This NISO virtual conference provides expert insights into how data gathered in the normal course of activities can be leveraged to demonstrate value to the parent institution. Data represent the raw material for building your case. What data are available? How is their quality? What is the appropriate context for persuasively presenting that data to deans, provosts and other administrators? This virtual conference will address the very hot topic of library assessment in the context of a changing educational environment and features a complete roster of expert speakers, including:
The preliminary agenda and pricing information for this event may be found at:
As a bonus, register for the virtual conference and receive an automatic registration for the follow-up training webinar, Making Assessment Work: Using ORCIDS to Improve Your Institutional Assessments, on Thursday, April 28!
Instructors for that session are Alice Meadows (ORCID), Christopher Erdmann (Harvard University) and Merle Rosenzweig (University of Michigan).
For more information about this event, please contact Jill O’Neill (firstname.lastname@example.org).
Other questions for NISO? Get in touch at:
3600 Clipper Mill Road
Baltimore, MD 21211-1948
More on assessment in this IMS blog:
analytics in education
“53 Ways To Check For Understanding“.
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