Implementing blogs for developing academic writing skills in a variety of higher educational contexts

Gadomska, Agnieszka; Krakowian, Przemysław

doi:10.1504/ijceell.2017.087139

Cited by 4 publications

(1 citation statement)

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“…The obvious training potential of such materials, both for assessing writing and speaking papers is later discussed in gaining insight to examiner behavior patterns. Online and digitally mediated learning and assessment environments in the structure of Learning Management Systems, Virtual Learning Environments and ePortfolia, as well as Testing Management Systems, all of which may be considered to be some implementation of Communities of Practice (Wenger, 1999;Wenger, McDermott, & Snyder, 2002;Gadomska & Krakowian, 2017), where such a community (CoP) is often defined as a network or an arrangement through which ideas are exchanged and solutions generated, are all fairly well established in the mainstream educational practice. It often is a community of like-minded people associated with one another through similarity of interests and goals, and working on a common set of problems, in common pursuit of solutions, and themselves creating a store of knowledge (Wenger, White, & Smith, 2009).…”

Section: Digitized Assessment Vs Testing Management System -Catsmentioning

confidence: 99%

Investigating user group behavior patterns in digital examinations

Krakowian¹

2022

Stud Ang Res

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Computer Mediated Communication (CMC), as well as Electronically Mediated Communication (EMC), is becoming a staple feature of many working environments. More recently, Computer Mediated Assessment (CMA) in the form of Testing Assessment Systems (TMS) has joined the ranks of arrangements where learning, information exchange and assessment take place in digital landscapes, where on top of deploying assessment, they constitute a meeting ground for teachers, assessors, and students/learners. Any such system has the potential to offer numerous other opportunities including amongst others a training platform, a system for creating learner portfolios, a vetting system for rating scale construction or a multimedia annotated corpus of learner language. Additionally, information stored in a TMS may be used for research purposes, collaborative arrangements for professional development, vetting and training solutions. This paper presents what has emerged from developing procedures and functionalities in digital exams, and what may appear as attractive opportunities offering insights into the functioning of digital assessment and digital testing environments. While, admittedly, functionalities presented here have been gradually, and while in most cases, added ad hoc to the system, over the course of eleven years since the environment was first put into operation, have come, not only to complement one another, but also to function as a coherent system. In their current state, they offer practical solutions in quality control, training, research, and systems forensics.

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Section: Digitized Assessment Vs Testing Management System -Catsmentioning

confidence: 99%