Assessment Strategies for Online Learning: Engagement and Authenticity

Conrad, Dianne; Openo, Jason

doi:10.15215/aupress/9781771992329.01

Cited by 112 publications

(72 citation statements)

References 81 publications

(106 reference statements)

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“…The teacher must provide feedback to learners and assess learner's performance using appropriate assessment strategies. The assessment must be authentic to improve learners' performance and to allow learners to receive academic credit for the lessons or courses they will complete (Conrad & Openo, 2018). The "Assess Learning" area has four competencies for the digital teacher ( Figure 10).…”

Section: G1mentioning

confidence: 99%

Competency Profile of the Digital and Online Teacher in Future Education

Ally

2019

IRRODL

136

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As education progresses in the digital era and in the Fourth Industrial Revolution, learning will be adaptive and individualized to meet the needs of individual learners. This is possible because of emerging technology, artificial intelligence, and the internet of things. This study is making significant contribution to future education by identifying forces that are shaping education and developing a competency profile for the digital teacher of the future. The research conducted focus groups and interviews with education experts from six countries to identify the forces shaping education in the future and the competencies required by the digital teacher to function effectively. The Competency Profile for the Digital Teacher (CPDT) can be used to train and orient the digital teacher of the future.

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Section: G1mentioning

confidence: 99%

Competency Profile of the Digital and Online Teacher in Future Education

Ally

2019

IRRODL

136

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“…In fact, as a science teacher, the primary author observed that students tend to show more interest in the assignments or course works given in virtual environments like EBA. Therefore, distance education would provide convenience in measurement and evaluation process and contribute to the development and improvement of STEM education (Conrad & Openo, 2018).…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

An Example of STEM Education in Turkey and Distance Education for Sustainable STEM Learning

Poyraz¹,

Kumtepe²

2019

ENAD

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Global competition, which affects the future of all living things on earth, relies on the economic powers of countries. Education, on the other hand, is the most sensible investment that countries can make for their future. Having emerged from these considerations, STEM education aims to raise the knowledge and skills acquired by students to the synthesis and evaluation stages in Bloom's taxonomy with an interdisciplinary perspective. The first aim of this two-stage multiple case study was to explore STEM education project in Kayseri, Turkey, and evaluate on site by determining the opinions of all the stakeholders. The results from the first stage were related to readiness, practices, problems, and suggestions regarding STEM education. Considering the pivotal role of technology among other STEM education disciplines, the fact that this new generation of learners, also called digital natives, take this education only face-to-face in schools is an element that will affect its sustainability. Based on this premise, the second aim of this study was to explore the feasibility, sustainability, and extensibility of distance STEM education based on distance education's expert opinions. The results from the second stage had implications for the design and implementation of STEM education. Conducted based on the opinions of almost all relevant stakeholders, this study includes an example of STEM education practice implemented in Turkey and multidimensional evaluations of delivery of STEM education via distance education.

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“…Proceedings of ADVED 2020-6th International Conference on Advances in Education 5-6 October 2020 CLIL teaching activities which they shared with the class in a forum; feedback from peers and the instructor was thus enhanced. Summative assessment was tailored to the online learning experience (Conrad and Openo, 2018). In particular, as part of summative assessment, students engaged in digitally-enhanced collaborative CLIL teaching materials design in class and out of class; to this purpose, from an open pedagogy perspective, students used digital open educational resources to devise CLIL teaching units in English.…”

Section: Emergency Remote Teaching In a Foreign Language Teacher Traimentioning

confidence: 99%

“…In particular, as part of summative assessment, students engaged in digitally-enhanced collaborative CLIL teaching materials design in class and out of class; to this purpose, from an open pedagogy perspective, students used digital open educational resources to devise CLIL teaching units in English. Furthermore, within the Community of Inquiry theoretical framework, the instructor provided students with timely formative assessment in oral, written, and audio modes both in and out of class consistently (Garrison et al, 2000;Garrison and Arbaugh, 2007;Vaughan et al, 2013;Conrad and Openo, 2018). Providing students with timely formative assessment is likely to affect students' learning successfully in online learning environments while at the same time promoting social presence (Vaughan et al, 2013;Conrad and Openo, 2018).…”

Section: Emergency Remote Teaching In a Foreign Language Teacher Traimentioning

confidence: 99%