Emerging technologies in higher education assessment and feedback practices: A systematic literature review

Sembey, Ruchi; Hoda, Rashina; Grundy, John

doi:10.1016/j.jss.2024.111988

Cited by 4 publications

(1 citation statement)

References 52 publications

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“…Teachers utilize teaching strategies, often referred to as instructional strategies, to present brief content in ways that match the needs of various ability levels and keep students engaged. This idea is in line with the findings of (Sembey, 2024) understanding of the main areas of application of emerging technologies in higher education computing education, an inventory of emerging technology tools used for assessment and feedback, effectiveness indicators, and evaluation approaches that have been used. They are used to support various student types and to achieve teaching and learning goals.…”

Section: In the Context Of Assessment And Feedback Practicessupporting

confidence: 60%

Teaching strategies of teachers in improving the academic performance of pupils at Talipao District, Ministry of Basic, Higher, and Technical Education in Sulu

Adilon,

Sabdani-Asiri

2024

Jo. Ed. Acad. Set.

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This descriptive-correlational study determined the extent of teaching strategies used by teachers to improve the academic performance of pupils at Talipao District, Ministry of Basic, Higher, and Technical Education in Sulu in terms of Instructional Strategies and Classroom Practices, Individualized Support and Student Engagement, and Assessment and Feedback Practices during the School Year 2023-2024. With 100 samples taken through non-probability sampling method via purposive sampling, and with the use of weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson’s r, this study reveals the following findings: 1) Teacher-respondents involved in this study are mostly female, married, within 31 years old & above, and mostly have 5 years & below of length of service; 2) On the average, teaching strategies to improve the academic performance of pupils are frequently used by teachers; 3) Generally, except for age, other variables such as gender, civil status, and length of service do not influence the ways how elementary school teachers assessed the extent of teaching strategies to improve the academic performance of pupils; 4) Group of teacher-respondents who generally perceived the extent of teaching strategies used by teachers to improve the academic performance of pupils in terms of Instructional Strategies and Classroom Practices as Frequently Used may probably be the same group of teacher-respondents who perceived the extent of teaching strategies used by teachers to improve the academic performance of pupils in terms of Individualized Support and Student Engagement and Assessment and Feedback Practices as Frequently Used, respectively; and 5) This particular study tends to support Constructivist Learning Theory (Piaget, 1970) which emphasizes the importance of active student engagement and hands-on learning experiences.

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Section: In the Context Of Assessment And Feedback Practicessupporting

confidence: 60%

Teaching strategies of teachers in improving the academic performance of pupils at Talipao District, Ministry of Basic, Higher, and Technical Education in Sulu

Adilon,

Sabdani-Asiri

2024

Jo. Ed. Acad. Set.

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Does work-integrated curriculum transformation affect learning experience, student competencies, and learning interactions? The role of teaching strategy moderation

Suputra,

Basuki,

Gunawan

et al. 2024

Cogent Education

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Educational Practices and the Use of Artificial Intelligence: A Multifaceted Analysis in the Current Context

Reyes-Villalba,

Reyes-Arco,

Maraza-Quispe

2024

RGSA

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Objetive: The research aims to examine current educational practices related to the understanding and utilization of artificial intelligence (AI) in the educational field. Theoretical framework: The research collects information related to the conceptual framework, detailing concepts involving the research variables; likewise, a compilation of background research from similar studies in the years 2022 and 2023 is conducted. Method: The research employs a mixed methodology, incorporating qualitative and quantitative data collection methods. A comprehensive review of academic literature and official documents is conducted to identify prevalent educational practices in the field of AI. Additionally, surveys and interviews are designed targeting teachers, students, and AI experts to gather detailed information about their experiences, knowledge, and perceptions regarding AI in education. Results and conclusion: The results of the study reveal a diverse range of educational practices related to AI. These practices include the use of AI tools for personalized learning and the integration of AI concepts into the school curriculum. Common challenges such as the lack of resources and adequate training for teachers, as well as ethical and privacy concerns surrounding AI use in the classroom, are identified. Research implications: The findings of this research have significant implications for educational practices related to AI. They underscore the need for enhanced teacher training, the development of ethical guidelines, and the promotion of digital literacy in educational settings. Additionally, the study highlights the importance of addressing challenges such as resource constraints and privacy concerns to facilitate the effective integration of AI into education. Originality/Value: This research contributes to the existing literature by providing insights into current educational practices regarding AI. By employing a mixed methodology approach, the study offers a comprehensive understanding of the subject, identifying common practices and challenges. Moreover, the research suggests practical recommendations for promoting the responsible use of AI in education and calls for further exploration of innovative approaches in this field.

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Emerging technologies in higher education assessment and feedback practices: A systematic literature review

Cited by 4 publications

References 52 publications

Teaching strategies of teachers in improving the academic performance of pupils at Talipao District, Ministry of Basic, Higher, and Technical Education in Sulu

Teaching strategies of teachers in improving the academic performance of pupils at Talipao District, Ministry of Basic, Higher, and Technical Education in Sulu

Does work-integrated curriculum transformation affect learning experience, student competencies, and learning interactions? The role of teaching strategy moderation

Educational Practices and the Use of Artificial Intelligence: A Multifaceted Analysis in the Current Context

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