Evidence of Innovative Assessment: Literature Review and Case Studies

This report presents the outcomes and analyses of the study Evidence of Innovative Assessment. It provides an overview of innovative (digital and non-digital) assessment approaches and evidence on how these have been implemented to various settings. The first part describes the rational of the study, defines innovative assessment and gathers evidence on the effectiveness of a variety of assessment practices such as self- and peer-assessment, open badges, simulation and learning analytics. The second part presents eight case studies that have integrated innovative assessment approaches from a range of different contexts (formal, non-formal learning, employment, elderly care), covering different age groups, assessment purposes and implementation strategies. Through cross comparisons, the report identifies the challenges and success factors and the replicability of these cases. The report ends with recommendations for research, educational policy and practice.JRC.B.4-Human Capital and Employmen

Evidence of Innovative Assessment : Literature Review and Case Studies

Non peer reviewe

DYNAMIC EVALUATION AND TEST OF ORALS: DIGITAL EFFICACY ON UNIVERSITY UNDERGRADUATES’ PERFORMANCE IN SOUTHWEST NIGERIA

This paper presents a study exploring the efficacy of customised software, dynamic evaluation and Test of Orals (TEO) on the performance of university undergraduates in Southwest Nigeria. A multistage sampling procedure was used in selecting 200 students from two public universities in Southwest Nigeria. A quasi-experimental design and descriptive survey-type research design were used to investigate the impact of customised software ( Kollit ) on 200 students randomly selected for the study. Two hypotheses were raised. The instrument for data collection was the Students' Oral English Proficiency Test (SOEPT). The Cronbach Alfa method was used to establish the reliability coefficient for SOEPT, which was found to be 0.68. A One-Way Analysis of Variance was utilised to test the hypotheses at a 0.05 significance level. The study results indicated a significant increase in academic performance on the part of the students after implementing the customised software. The findings suggested that the customised software could improve the performance and evaluation of students in the Test of Orals. The study concludes by discussing the potential limitations of the study while offering recommendations for future researc

Psychometric analyses of the Canvas Quizzes and STEM Staff’s Anxiety

© 2022 University of Hertfordshire.Quizzes are the most frequent tools used by academic tutors in the module assessments of the programme of studies. This article focuses on the use of statistical parameters of the Canvas quizzes that possess very intriguing features for academics and learning teaching technologists. Some useful psychometric analyses of the quiz items are scrutinised based on auto-generated statistical parameters. For example, standard deviation; distractors; difficulty, and discriminatory indices, respectively, are effectively used to ensure the quality of questions and overall quizzes for graded assessments. The main thrust of this article is to value the staff’s good practices and dedication in developing quizzes fit-for-the purpose despite their increasing workload and encourage young learning technologists and quiz-enthusiasts to invest more efforts in making use of the statistical parameters in evaluating the quality of the quizzes, items in the quizzes, the sustained learning of the students, and fulfilling academic quality assurances’ requirements to cover overall learning objectives of courses and programme of studies.Peer reviewe

A Design Methodology for Learning Analytics Information Systems: Informing Learning Analytics Development with Learning Design

The paper motivates, presents and demonstrates a methodology for developing and evaluating learning analytics information systems (LAIS) to support teachers as learning designers. In recent years, there has been increasing emphasis on the benefits of learning analytics to support learning and teaching. Learning analytics can inform and guide teachers in the iterative design process of improving pedagogical practices. This conceptual study proposed a design approach for learning analytics information systems which considered the alignment between learning analytics and learning design activities. The conceptualization incorporated features from both learning analytics, learning design, and design science frameworks. The proposed development approach allows for rapid development and implementation of learning analytics for teachers as designers. The study attempted to close the loop between learning analytics and learning design. In essence, this paper informs both teachers and education technologists about the interrelationship between learning design and learning analytics

Education in the Covid-19 Era

Peer reviewe