By Selma Koç, Xiongyi Liu, Patrick Wachira
On-line and mixed studying calls for the reconstruction of teacher and learner roles, relatives, and practices in lots of points. evaluate turns into a huge factor in non-traditional studying environments. evaluate literacy, i.e., knowing overview and evaluate innovations, is important for either teachers and scholars in growing on-line and mixed environments which are potent for educating and studying. teachers have to determine and enforce overview options and strategies applicable to on-line or combined studying. This comprises an figuring out of the opportunity of a number of know-how instruments for tracking scholar studying and bettering their educating effectiveness. From the scholars’ standpoint, solid evaluate practices can express them what's very important to profit and the way they need to method studying; consequently, attractive them in goal-oriented and self-regulatory cognitions and behaviors.
The e-book pursuits teachers, tutorial designers, and academic leaders who're drawn to figuring out and enforcing both summative or formative evaluation in on-line and combined studying environments. This ebook will support the correct viewers within the thought and perform of evaluation in on-line and combined studying environments. offering either a study and perform viewpoint, this ebook may help teachers make the relationship among pedagogy and know-how instruments to maximise their instructing and pupil studying. one of the questions addressed during this publication are:
• What overview concepts can be utilized in on-line or combined learning?
• How can teachers layout powerful evaluate strategies?
• What tools or expertise instruments can be utilized for review in on-line or combined learning?
• How does peer-assessment paintings in on-line or mixed studying environments?
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Additional info for Assessment in Online and Blended Learning Environments
V. LOCK and P. REDMOND Communication with others provides a variety of information sources; multiple perspectives; a diversity of explanations and understandings; a range of prior experiences and knowledge to draw from; and opportunities for disagreement, debate, and the testing-out of ideas. Schallert et al. 105) and require high cognitive processes. 7). 10). 5). Dynamic student engagement and focused dialogue requires a cycle of posting and responding to others to keep the discussion going rather than individuals posting disconnected or integrated monologues.
At this point, it is often too late to improve their learning and course results and many students take limited opportunities to learn from feedback provided at the end of the semester. It is more effective to support students’ learning during the learning process rather than at the completion of the semester. Asynchronous online communication provides an extension of time for dialogue. It also allows students to review the information provided, reflect on the ideas presented by others, and research additional information before responding to others.
Shin, T. (2009). Examining preservice teachers’ development of technological pedagogical content knowledge in an introductory instructional technology course. Gibson et al. ), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 4145–4151). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Spector, J. , & de la Teja, I. (2001). Competencies for online teaching. ERIC Digest EDO-IR-2001-09. org/scripts/seget2.
Assessment in Online and Blended Learning Environments by Selma Koç, Xiongyi Liu, Patrick Wachira