{"id":17,"date":"2010-02-12T23:59:53","date_gmt":"2010-02-13T07:59:53","guid":{"rendered":"https:\/\/blogs.ubc.ca\/ritasantillan565b\/?page_id=17"},"modified":"2010-08-30T13:10:02","modified_gmt":"2010-08-30T21:10:02","slug":"assesment","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/ritasantillan565b\/assesment\/","title":{"rendered":"Assesment"},"content":{"rendered":"

Assessment is a powerful driver of innovation and change in education and it\u2019s strictly related to our own theory and philosophy of teaching and learning. It should be designed to support worthwhile learning (Gibbs and Simpson, 2004).<\/p>\n

I believe that the meaningful challenges in designing proper assessment in face-to-face environments are the same challenges using technologies. However, technologies provide a huge potential for promoting computer-aided assessments.<\/p>\n

I\u2019ll mention some of the advantages for formative assessment (Jenkins, 2004) that are related to my design-context:
\n\u2022 repeatability
\n\u2022 Immediacy of response to the students \u2013 providing a close connection between the activity and the feedback
\n\u2022 Immediacy of marks to staff for monitoring and adaptation
\n\u2022 Reliability and equitability
\n\u2022 Increasing the diversity of assessment
\n\u2022 Markers are not influence by presentation
\n\u2022 Timelines \u2013 potential for assessment to be used at the most appropriate time, for example weekly tests
\n\u2022 Flexibility of access especially using the web
\n\u2022 Student interest and motivation
\n\u2022 Student-centred skills and learning \u2013 open access can encourage students to take responsibility for their own learning.
\nFocusing on my assignment context my main challenge is \u201ctime\u201d. Time to figure out the technology, the design and create it.<\/p>\n

This is the link to my assessment assignment in Moodle<\/a><\/p>\n

\"\"<\/a>\"\"<\/a><\/p>\n

References<\/p>\n

Jenkins, M. (2004). \u201cUnfulfilled Promise: formative assessment using computer-aided assessment.\u201d Learning and Teaching in Higher Education. 1, 67-78.<\/p>\n

Gibbs, G. & Simpson, C. (2005). Conditions under which assessment supports students\u2019 learning. Learning and Teaching in Higher Education, 1(1), 3-31. http:\/\/www.open.ac.uk\/fast\/pdfs\/Gibbs%20and%20Simpson%202004-05.pdf<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Assessment is a powerful driver of innovation and change in education and it\u2019s strictly related to our own theory and philosophy of teaching and learning. It should be designed to support worthwhile learning (Gibbs and Simpson, 2004). I believe that the meaningful challenges in designing proper assessment in face-to-face environments are the same challenges using […]<\/p>\n","protected":false},"author":1602,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-17","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/ritasantillan565b\/wp-json\/wp\/v2\/pages\/17","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/ritasantillan565b\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/ritasantillan565b\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/ritasantillan565b\/wp-json\/wp\/v2\/users\/1602"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/ritasantillan565b\/wp-json\/wp\/v2\/comments?post=17"}],"version-history":[{"count":4,"href":"https:\/\/blogs.ubc.ca\/ritasantillan565b\/wp-json\/wp\/v2\/pages\/17\/revisions"}],"predecessor-version":[{"id":73,"href":"https:\/\/blogs.ubc.ca\/ritasantillan565b\/wp-json\/wp\/v2\/pages\/17\/revisions\/73"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/ritasantillan565b\/wp-json\/wp\/v2\/media?parent=17"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}