Open Assessment of Learning: A Meta-Synthesis

Abstract

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.

Special Education Teachers’ Perception Towards the Use of Information and Communication Technology (ICT) in Classroom

“…Teacher approval indicates that teachers' acceptance of ICT in their teaching is expected to improve the quality of life of the special needs students. The findings of this study can be corroborated by Chiappe's (2016) study which states that the use of ICT facilitates teacher teaching by referencing various sources for lesson planning. With the use of ICT, teachers can find ideas in designing teaching and learning activities, worksheets, and videos based on the content of teaching topics.…”

Designing a Self-Paced Learning Experience to Support Learner Self-Regulation

“…Though the TM designers chose to include a variety of activities that cannot be automatically graded, feedback is important for self-regulation and for learning. Chiappe et al (2016) noted the importance of digital rubrics in the context of "open assessment of learning": "The use of rubrics can also facilitate feedback and improve self-efficacy and self-regulation of learning" (p. 51). The main area of opportunity, then, is to develop detailed rubrics that instructors can use to self-assess their work.…”

Designing Electronic Educational Resources Through Teacher Network Cooperation In Higher Education

“…For example, the following issues have been studied: creative work of a teacher and a studentfuture teachers in the process of learning (Khuziakhmetov & Gabdrakhmanova, 2016), quality of education (Gabdrakhmanova, Kalimullina & Ignatovich, 2016), forms of school organization and management (Gabdrakhmanova, 2015), improving the teacher training process (Tatto, Andrews, Floden & Richmond, 2015). Scientists have studied various issues of network cooperation of educational institutions (Shvetsov & Dugarov, 2012;Gabdrakhmanova, Khusainova & Chirkina, 2016a), network cooperation of educational institutions in the sphere of non-school activities (Lekomtseva & Zolotariova, 2011), assessment in open education (Chiappe, Pinto & Arias, 2016), comparison of educational results of students studying by schoolbooks and by using open educational resources (Hilton, Fischer, Wiley & William, 2016), development of university teachers cooperation by network cooperation of universities (Nascimbeni & Burgos, 2016), advantages and disadvantages of distance education (Chawinga & Zozie, 2016), school organization and management using electronic educational resources (Bosova & Bosova, 2012), analysis of existing systems has been performed (Martin & Gobstein, 2015).…”