Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains

Gog, Tamara van; Sluijsmans, Dominique; Brinke, Desirée Joosten-ten; Prins, Frans J.

doi:10.1007/s11423-008-9099-0

Cited by 16 publications

(8 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A focus on the development of assessment through online learning environments is also seen in Van Gog et al (2010). In their adoption of sustainable assessment, they design formative assessment tasks to develop assessment for learning focusing on professional situations.…”

Section: Applications In Particular Contextsmentioning

confidence: 99%

Sustainable assessment revisited

Boud

Soler

2015

Assessment & Evaluation in Higher Education

382

210

View full text Add to dashboard Cite

Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the time scale of a given course.It was identified as assessment that meets the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future learning needs. This paper reviews the value of such a notion for assessment, how it has been taken up over the past fifteen years in higher education and why it might still be needed. It identifies how it has been a successful intervention in assessment discourse. It explores what more is needed to locate assessment as an intervention to focus on learning for the longer term. It shows how sustainable assessment can help bridge the gap between assessment and learning, link to ideas such as self-regulation, students' making judgements about their own work and course-wide assessment.

show abstract

Section: Applications In Particular Contextsmentioning

confidence: 99%

Sustainable assessment revisited

Boud

Soler

2015

Assessment & Evaluation in Higher Education

382

210

View full text Add to dashboard Cite

show abstract

“…Teaching oral interaction in French in the context of a foreign language is highly complex. While teaching, a teacher needs to use his or her pedagogical content knowledge, content knowledge and pedagogical knowledge simultaneously in various situations (Jonassen, 1997;van Gog, Sluijsmans, Joosten-ten Brinke & Prins, 2008). The 4C/ID model intends to facilitate complex learning (van Merriënboer, Kirschner & Kester, 2003), therefore the instructional design of the virtual learning environment was based on the 4C/ID model.…”

Section: Instructional Design For Complex Learningmentioning

confidence: 99%

The Relationship Between Acceptance, Actual Use of a Virtual Learning Environment and Performance: An Ecological Approach

et al. 2018

View full text Add to dashboard Cite

The Technology Acceptance Model (TAM) is regularly used to investigate students' acceptance of virtual learning environments and the impact on students' intention to use. Past TAM studies barely investigated students' actual use of virtual learning environments, neither how actual use relates to their performance in an ecological valid educational context. In this study a Moodle-based virtual learning environment regarding teaching a foreign language is studied in a teacher education context. The instructional design is based on the four component instructional design model (4C/ID model).We measured the students' acceptance of the virtual learning environment by using the perceived usefulness (PU) and perceived ease of use (PEOU) scales of TAM. Log data were analysed to detect students' actual use, and a pretest and posttest was used to assess students' performance. Structural equation modelling (N= 191) reveals that PU has a significant influence on actual use of the virtual learning environment, and that actual use of the virtual learning environment positively influences students' performance.

show abstract

“…Penilaian secara online memberikan kemudahan akses pada instrumennya dengan memberikan tautan (link) melalui grup WhatsApp atau email mahasiswa. Sangat penting bagi mahasiswa yang tersebar di lokasi yang berbeda untuk memiliki akses ke lingkungan belajar kapan saja di mana saja (Van Gog et al, 2010).…”

Section: Pembahasanunclassified

Online Assessment of Cognitive Aspects in Higher Education

Fitriady

Sugiyanto²,

Sugiarto³

2020

Gelangg. Pendidik. Jasm. Indones

View full text Add to dashboard Cite

The use of online assessment s has been widely used in various fields including universities. Research to find the validity of online assessment s has been conducted and the results are high but the opinions of people who are assessed on the application of online assessment s have not been carried out. The purpose of this study was to determine the opinion of the person being assessed after conducting an online assessment . 150 students were selected to be respondents consisting of 126 male and 24 female who were taken by the sampling technique, namely the total sampling. The application of online assessment s in universities is very suitable. There are several advantages to implementing online assessment s, including 1) it is preferred by students so that students will be motivated to conduct assessment s; 2) high accessibility and flexibility; 3) rapid feedback. Therefore, the use of online assessment s in higher education can be done without reducing the quality of the assessment .

show abstract

Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains

Cited by 16 publications

References 31 publications

Sustainable assessment revisited

Sustainable assessment revisited

The Relationship Between Acceptance, Actual Use of a Virtual Learning Environment and Performance: An Ecological Approach

Online Assessment of Cognitive Aspects in Higher Education

Contact Info

Product

Resources

About