formative Evaluation for Educational Technologies

Author: Barbara N. Flagg
Publisher: Routledge
ISBN: 1136462406
Format: PDF, ePub, Docs
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The designers of educational or training programs that employ electronic technology might have many questions about a project while it is still in the early stages of development. For instance: Is the program's presentation too simple, or too complex for its target audience? Does the pacing of the program help or hinder comprehension? Which aspects of the program are the most appealing, and why? Formative evaluation can answer these, or similar questions. It can help guide designers of television programs, microcomputer software, interactive videodiscs, or virtually any other educational item, in making modifications that can lead to the development of a final product that fully achieves its stated goals. Until very recently, however, the person interested in avoiding potential problems through the use of formative evaluation would have been faced with difficulties of a different kind. Comprehensive treatment of formative evaluation has been scarce, and published discussion on formative evaluation of computer-based materials has been virtually nonexistent. Until now, that is. Barbara Flagg's Formative Evaluation for Educational Technologies provides comprehensive treatment of formative evaluation. The book offers: * extensive coverage of all the methods evaluators might use to assess the user friendliness, the appeal, and the outcome effectiveness of an educational program. * extensive focus on new technologies * coverage of all phases of program development, from initial idea to final product * discussion of formative evaluation as part of the broader field of curriculum evaluation * numerous case studies. This volume will appeal to a wide variety of people engaged in formative evaluation. It is an excellent guide for newcomers to the field; it is a state-of-the art document for established practitioners of instructional design and curriculum evaluation.

Educational Technology Program and Project Evaluation

Author: J. Michael Spector
Publisher: Routledge
ISBN: 1317530063
Format: PDF, ePub
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Educational Technology Program and Project Evaluation is a unique, comprehensive guide to the formative and summative evaluation of programs, projects, products, practices and policies involving educational technology. Written for both beginning and experienced evaluators, the book utilizes an integrative, systems-based approach; its practical emphasis on logic models and theories of change will help readers navigate their own evaluation processes to improve interventions and conduct meaningful educational research. Key features include: evidence-based guidelines for constructing and conducting evaluations practical exercises to support the development of knowledge, skills, and program evaluation portfolios a variety of interdisciplinary case studies references and links to pertinent research and resources Using the TELL, ASK, SHOW, DO model first introduced in this series, Educational Technology Program and Project Evaluation provides comprehensive coverage of the concepts, goals, design, implementation, and critical questions imperative to successful technology-enhanced evaluation.

Measuring and Visualizing Learning in the Information Rich Classroom

Author: Peter Reimann
Publisher: Routledge
ISBN: 1317695070
Format: PDF, ePub, Docs
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Integrated information systems are increasingly used in schools, and the advent of the technology-rich classroom requires a new degree of ongoing classroom assessment. Able to track web searches, resources used, task completion time, and a variety of other classroom behaviors, technology-rich classrooms offer a wealth of potential information about teaching and learning. This information can be used to track student progress in languages, STEM, and in 21st Century skills, for instance. However, despite these changes, there has been little change in the kind of data made available to teachers, administrators, students, and parents. Measuring and Visualizing Learning in the Information-Rich Classroom collects research on the implementation of classroom assessment techniques in technology-enhanced learning environments. Building on research conducted by a multinational and multidisciplinary team of learning technology experts, and specialists from around the globe, this book addresses these discrepancies. With contributions from major researchers in education technology, testing and assessment, and education psychology, this book contributes to a holistic approach for building the information infrastructure of the 21st Century school.

Using Formative Assessment to Enhance Learning Achievement and Academic Self Regulation

Author: Heidi L. Andrade
Publisher: Routledge
ISBN: 1317227255
Format: PDF, ePub, Mobi
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There is convincing evidence that carefully applied classroom assessments can promote student learning and academic self-regulation. These assessments include, but are not limited to, conversations with students, diagnostic test items, and co-created rubrics used to guide feedback for students themselves and their peers. Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help pre- and in-service teachers maximize the positive impacts of classroom assessment on teaching. Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation translates work from leading specialists and explains how to use assessment to improve learning by linking learning theory to formative assessment processes. Sections on goal setting, progress monitoring, interpreting feedback, and revision of goal setting make this a timely addition to assessment courses.

Using Self Assessment to Improve Student Learning

Author: Lois Ruth Harris
Publisher: Routledge
ISBN: 1351036963
Format: PDF, Docs
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Using Self-Assessment to Improve Student Learning synthesizes research on self-assessment and translates it into actionable guidelines and principles for pre-service and in-service teachers and for school leaders, teacher educators, and researchers. Situated beyond the simple how-to frameworks currently available for teachers and graduate students, this volume illuminates self-assessment’s complexities and substantial promise to strategically move students toward self-regulated learning and internalized goals. Addressing theory, empirical evidence, and common implementation issues, the book’s developmental approach to quality self-assessment practices will help teachers, leaders, and scholars maximize their impact on student self-regulation and learning.

Formative Assessments and Teacher Professional Learning

Author: Dineke E.H. Tigelaar
Publisher: Routledge
ISBN: 1317335058
Format: PDF, ePub, Docs
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How can formative assessment be used as a means to support teacher professional learning? This book presents several studies, from different countries, on approaches to formative assessment of teachers, both before they start working, and during their careers. These approaches draw on insights from studies into effective teacher professional development. Together, the chapters in this book provide an overview of the various ways in which formative assessment may be used to support teacher professional learning, and shed light on choices that can be made in designing such assessments. The studies illustrate how teachers may perceive formative assessment methods, how their learning processes might unfold during formative assessment processes, and which struggles they may have to deal with during the process. The book furthermore addresses questions concerning the impact of formative assessments on teacher learning. As such, this volume provides theoretical as well as practical prospects, as well as challenging ideas for how formative assessment may move further towards being an effective means for supporting teacher learning. This book was originally published as a special issue of Teachers and Teaching: Theory and Practice.

Developing Research in Mathematics Education

Author: Tommy Dreyfus
Publisher: Routledge
ISBN: 1351625403
Format: PDF, Docs
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Developing Research in Mathematics Education is the first book in the series New Perspectives on Research in Mathematics Education, to be produced in association with the prestigious European Society for Research in Mathematics Education. This inaugural volume sets out broad advances in research in mathematics education which have accumulated over the last 20 years through the sustained exchange of ideas and collaboration between researchers in the field. An impressive range of contributors provide specifically European and complementary global perspectives on major areas of research in the field on topics that include: the content domains of arithmetic, geometry, algebra, statistics, and probability; the mathematical processes of proving and modeling; teaching and learning at specific age levels from early years to university; teacher education, teaching and classroom practices; special aspects of teaching and learning mathematics such as creativity, affect, diversity, technology and history; theoretical perspectives and comparative approaches in mathematics education research. This book is a fascinating compendium of state-of-the-art knowledge for all mathematics education researchers, graduate students, teacher educators and curriculum developers worldwide.

The Digital Academic

Author: Deborah Lupton
Publisher: Routledge
ISBN: 1315473593
Format: PDF, Mobi
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Academic work, like many other professional occupations, has increasingly become digitised. This book brings together leading scholars who examine the impacts, possibilities, politics and drawbacks of working in the contemporary university, using digital technologies. Contributors take a critical perspective in identifying the implications of digitisation for the future of higher education, academic publishing protocols and platforms and academic employment conditions, the ways in which academics engage in their everyday work and as public scholars and relationships with students and other academics. The book includes accounts of using digital media and technologies as part of academic practice across teaching, research administration and scholarship endeavours, as well as theoretical perspectives. The contributors span the spectrum of early to established career academics and are based in education, research administration, sociology, digital humanities, media and communication.

Sociocognitive Foundations of Educational Measurement

Author: Robert J. Mislevy
Publisher: Routledge
ISBN: 1317976525
Format: PDF, ePub
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Several key developments challenge the field of educational measurement today: demands for tests at larger scales with higher stakes, an improved understanding of how people develop capabilities, and new technologies for interactive digital assessments. Sociocognitive Foundations of Educational Measurement integrates new developments in educational measurement and educational psychology in order to provide researchers, testing professionals, and students with an innovative sociocognitive perspective on assessment. This comprehensive volume begins with a broad explanation of the sociocognitive perspective and the foundations of assessment, then provides a series of focused applications to major topics such as assessment arguments, validity, fairness, interactive assessment, and a conception of "measurement" in educational assessment. Classical test theory, item response theory, categorical models, mixture models, cognitive diagnosis models, and Bayesian networks are explored from the resulting perspective. Ideal for specialists in these areas, graduate students, developers, and scholars in both educational measurement and fields that contribute to a sociocognitive perspective, this book consolidates nearly a decade of research into a fresh perspective on educational measurement.

Designing Quality Authentic Assessments

Author: Tay Hui Yong
Publisher: Routledge
ISBN: 1351715437
Format: PDF, ePub, Docs
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This book examines the principles and practice of authentic assessment. It seeks to answer the following questions. What is authentic assessment? How is authentic assessment different from 'performance assessment' or 'alternative assessment'? How can authentic assessment support learner-centred education, especially when a performance-oriented culture favours pen-and-paper examinations? The book is structured into two major parts. The first, 'Principles of authentic assessment design', provides readers with a conceptual explanation of authenticity; the principles for designing quality authentic assessments for valid evidence of student learning; and guidance about how to develop quality rubrics to structure assessment tasks. The second part of the book, 'Theory into practice' provides examples developed by teachers to demonstrate an understanding of authentic assessment. The subject areas covered include humanities, languages, mathematics, sciences, character and citizenship. Two case studies are discussed to demonstrate how authentic assessment can be used to comprehensively address key learning objectives in a variety of curriculum contexts. This book provides practitioners with concrete examples on how to develop authentic assessment to suit their context and also enhance their students’ learning. The book will also enable teachers to face assessment challenges present in our changing world.