A video recording and viewing protocol for student group presentations: Assisting self-assessment through a Wiki environment

Barry, Shane

doi:10.1016/j.compedu.2012.04.008

Cited by 47 publications

(41 citation statements)

References 16 publications

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“…This is particularly relevant for OAoL due to its technological context. Literature shows that the more technological mediation, the greater the presence of peer and self-assessment, which becomes a very interesting subject for instructional and assessment designers of blended, elearning, or even MOOC learning experiences (Barry, 2012;Budimac, Putnik, Ivanović, Bothe, & Schuetzler, 2011;Chang, Tseng, & Lou, 2012;De Grez, Valcke, & Roozen, 2012;Gielen, Dochy, & Onghena, 2011;Lai & Ng, 2011;Shih, 2011).…”

Section: Assessment Proceduresmentioning

confidence: 99%

Open Assessment of Learning: A Meta-Synthesis

Laverde

Pinto

Arias

2016

IRRODL

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Open Assessment of Learning (OAoL) is an emerging educational concept derived from the incorporation of Information and Communication Technologies (ICT) to education and is related with the Open Education Movement. In order to improve understanding of OAoL a literature review was conducted as a meta-synthesis of 100 studies on ICT-based assessment published from 1995 to 2015, selected from well-established peer-reviewed databases. The purpose of this study focused on identifying the common topics between ICT-based assessment and OAoL which is considered as an Open Educational Practice.The review showed that extensive use of the Internet makes it easy to achieve some special features of OAoL as collaboration or sharing, which are considered negative or inconvenient in traditional assessment but at the same time become elements that promote innovation on that topic. It was also found that there is still a great resistance to accept change (as OAoL does) when structural elements of traditional assessment are questioned or challenged.

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Section: Assessment Proceduresmentioning

confidence: 99%

Open Assessment of Learning: A Meta-Synthesis

Laverde

Pinto

Arias

2016

IRRODL

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“…In addition to collaboration, some researchers also highlighted wiki as one of the best tools in teaching and assessing the learners' performance in language classes [4][5][50][51]. For example, it was pointed out that wiki did not only assist learners to improve their essay writing performance, it also improved their critical thinking skills [51].…”

Section: Wiki: a 20 Webmentioning

confidence: 99%

Investigating the Effect of Wiki-Based Corrective Feedback on Accuracy of L2 Learners’ Written Production

Adel¹,

Alwi²

2019

IJALT

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Providing feedback to and correcting errors of learners' language performance is important in both first (L1) and second language (L2) teaching and learning process. A number of studies have examined the effectiveness of different types of corrective-feedback (CF) on L2 learners' writing and results showed positive effects [1-3]. However, little has examined the effects of CF on L2 writing via wiki [4-5]. Therefore, the current study aims to provide further insights into the effects of implicit CF on L2 learners' writing through wiki. Nineteen (n=19) undergraduate L2 learners doing English at University Malaysia Pahang were enrolled in the study. During the pretest session, the learners were required to write an essay on Communication Skills at Workplace for approximately one hour. Next, implicit CF was provided to the essays, and a week later during the posttest session, the learners revised their essays based on the feedback given. Results indicated that wikibased implicit CF helped L2 learners to improve the accuracy of their written productions as evident in total number of error per T-unit (E/T-unit) and total number of error per clauses (E/C). The findings of the study would have great impact and would help the L2 professors and students teaching and learning the L2.

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“…In particular, there is great potential to employ social media for collaborative knowledge building (Scardamalia & Bereiter, 1994), a form of learning that stresses the active, social and constructive character of learning (Cacciamani, Cesareni, Martini, Ferrini, & Fujita, 2012;Larusson & Alterman, 2009). Specifically, wikis have been popular means to apply novel teaching methods in classrooms (e.g., Barry, 2012;Biasutti, 2011;Everett, 2011;Heafner & Friedman, 2008;Ioannou, 2011;Larusson & Alterman, 2009;Naismith, Lee, & Pilkington, 2011;Pifarré & Kleine Staarman, 2011;Wheeler, Yeomans, & Wheeler, 2008), albeit with mixed success (Cole, 2009).…”

Section: Introductionmentioning

confidence: 98%