76 research outputs found
Reflexive learning, socio-cognitive conflict and peer-assessment to improve the quality of feedbacks in online tests
International audienceOur previous works have introduced the Tsaap-notes platform dedicated to the semi automatic generation of multiple choice questionnaire providing feedbacks: it reuses interactive questions asked by teachers during lectures, as well as the notes taken by students after the presentation of the results as feedbacks integrated into the quizzes. In this paper, we introduce a new feature which aims at increasing the number of contributions of students in order to significantly improve the quality of the feedbacks used in the resulting quizzes. This feature splits the submission of an answer into several distinct phases to harvest explanations given by students, and then applies an algorithm to filter the best contributions to be integrated as feedbacks in the tests. Our approach has been validated by a first experimentation involving master students enrolled in a computer science course
Innovation in assessment: building student confidence in preparation for unfamiliar assessment methods
Innovative assessment methods in which students are active participants promote deeper learning. A group debate and a webfolio were implemented as methods of assessment in the 2015 undergraduate midwifery curriculum, with the assessment tools being evaluated by students. Thematic analysis of the evaluations showed students enjoyed undertaking innovative methods of assessment, they developed confidence and engaged meaningfully with the content to be assessed. Students also commented they developed multiple skills required for future professional practice as a midwife. Thorough preparation of students to undertake an innovative method of assessment however is vital in fostering student confidence
Perceptions of Portuguese undergraduate students about assessment: a study in five public universities
This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), Portugal. Fundos Nacionais atravĂ©s da FCT (Fundação para a CiĂȘncia e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) atravĂ©s do COMPETE 2020 â Programa Operacional Competitividade e Internacionalização (POCI) no Ăąmbito do CIEC (Centro de Investigação em Estudos da Criança, da Universidade do Minho) com a referĂȘncia POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio
Reflexive learning, socio-cognitive conflict and peer-assessment to improve the quality of feedbacks in online tests
Our previous works have introduced the Tsaap-notes platform dedicated to the semi automatic generation of multiple choice questionnaire providing feedbacks: it reuses interactive questions asked by teachers during lectures, as well as the notes taken by students after the presentation of the results as feedbacks integrated into the quizzes. In this paper, we introduce a new feature which aims at increasing the number of contributions of students in order to significantly improve the quality of the feedbacks used in the resulting quizzes. This feature splits the submission of an answer into several distinct phases to harvest explanations given by students, and then applies an algorithm to filter the best contributions to be integrated as feedbacks in the tests. Our approach has been validated by a first experimentation involving master students enrolled in a computer science course
E-learning: you don't always get what you hope for
Despite substantial growth in the use of information and communication technologies (ICT) throughout western societies, there is much evidence of technology-led innovations within Higher Education (HE) failing to achieve the anticipated transformations in learning and teaching. This paper reviews evidence from research and evaluation studies relating not only to e-learning, but also to wider HE practices. It argues that the use of ICT does not, in itself, result in improved educational outcomes and ways of working. It considers contextual factors that are of greater significance in determining how and why e-learning is used in HE. Students' engagement with e-learning relates to their expectations and conceptions of learning and to assessment demands. Academics need to re-assess their own beliefs and practices concerning teaching and assessment and their impact on the experience of learners. Both teachers and learners need to understand why e-learning activities are to be undertaken and the rewards expected to be derived
Online peer assessment in higher education: a systematic review of literature in educational practices
Neste artigo procedemos a uma revisĂŁo sistemĂĄtica da literatura sobre Online Peer Assessment (OPA) no Ensino Superior, mediadas por Tecnologias Digitais de Informação e Comunicação (TIC). Identificamos suas caracterĂsticas, centrais e opcionais e mapeamos exemplos prĂĄticos (procedimentos e TIC) de OPA que poderĂŁo ser transversais, adaptĂĄveis e aplicĂĄveis em diversas unidades curriculares e regimes educacionais. Os resultados apontam para a utilização da OPA como uma estratĂ©gia que potencia a âavaliação para a aprendizagemâ. Os referenciais teĂłricos subjacentes, os mĂ©todos de avaliação e os tipos de TIC utilizadas indicam seu direcionamento para um maior envolvimento e responsabilidade do aluno na sua aprendizagem. Evidenciamos na literatura que se busca desenvolver essas competĂȘncias, dando ao aluno oportunidades com alguma regularidade para autoavaliar-se e avaliar seus pares por meio de feedback construtivo. HĂĄ tambĂ©m evidĂȘncias de que dar ou produzir feedback Ă© mais benĂ©fico para a aprendizagem do que apenas recebĂȘ-lo, como tambĂ©m Ă© cognitivamente mais exigente e envolve os alunos de forma mais ativa e os direciona ao pensamento crĂtico e a processos metacognitivos. A partir dos resultados alcançados, consideramos que a OPA, enquanto ferramenta cognitiva, contribui para a construção do conhecimento e para a reflexĂŁo sobre a aprendizagem. Um desafio que se coloca diz respeito ao desenvolvimento criativo com foco na diversificação e na inovação das prĂĄticas de avaliação no sentido de potenciar aprendizagens e resultados acadĂȘmicos, em atenção Ă s necessidades de aprendizagem que se manifestam frente Ă s expectativas da educação atual e futura e Ă s exigĂȘncias da sociedade.In this research a systematic review of literature about Online Peer Assessment (OPA) in higher
education, mediated by Information and Communication Technology (ICT), was carried out.
Optional and central characteristics and its practices (procedures and ICT) were identified and
mapping. These procedures and practices may be transversal, adaptable and applied in several
curriculum units and educational regimes. The results point to the use of OPA as a strategy that
enhances âassessment for learningâ. The theoretical framework, the methods of assessment and
the kinds of ICT used indicate directions for greater involvement and responsibility from the part
of the student in his/her learning. Theoretical framework identifies the need to develop studentsâ
skills, providing them with opportunities for self-assessment and peer assessment on a regular
basis through constructive feedback. There is also evidence that to give or receive feedback is more
beneficial for learning than just receiving it. It is also cognitively more demanding and directs the
students to critical thinking and metacognitive processes. From the results obtained, OPA is seen as
a cognitive tool, contributing to the building of knowledge and to reflection about learning. Issues
for further reflection are also identified such as the creative development of assessment methods
with a focus on diversity and innovation in order to enhance studentsâ learning and academic
results, taking into account their learning needs in face of the expectations of current and future
education and the demands of society.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), PortugalFundos Nacionais atravĂ©s da FCT (Fundação para a CiĂȘncia e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) atravĂ©s do COMPETE 2020 â Programa Operacional Competitividade e Internacionalização (POCI) com a referĂȘncia POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio
Studentsâ assessment preferences, perceptions of assessment and their relationships to study results
A model of the pre-assessment learning effects of summative assessment in medical education
Inflammatory biomarkers in Alzheimer's disease plasma
Introduction: Plasma biomarkers for Alzheimer's disease (AD) diagnosis/stratification are a \u201cHoly Grail\u201d of AD research and intensively sought; however, there are no well-established plasma markers. Methods: A hypothesis-led plasma biomarker search was conducted in the context of international multicenter studies. The discovery phase measured 53 inflammatory proteins in elderly control (CTL; 259), mild cognitive impairment (MCI; 199), and AD (262) subjects from AddNeuroMed. Results: Ten analytes showed significant intergroup differences. Logistic regression identified five (FB, FH, sCR1, MCP-1, eotaxin-1) that, age/APO\u3b54 adjusted, optimally differentiated AD and CTL (AUC: 0.79), and three (sCR1, MCP-1, eotaxin-1) that optimally differentiated AD and MCI (AUC: 0.74). These models replicated in an independent cohort (EMIF; AUC 0.81 and 0.67). Two analytes (FB, FH) plus age predicted MCI progression to AD (AUC: 0.71). Discussion: Plasma markers of inflammation and complement dysregulation support diagnosis and outcome prediction in AD and MCI. Further replication is needed before clinical translation
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