Technology-enhanced formative assessment practices in higher education:
"This book explore the current impact of mobile technologies and the use of video capture via mobile devices on the learning and assessment of students in higher education, particularly where practical performance examples of their work are required as evidence of attaining competence"--
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA
IGI Global
[2020]
|
| Schlagworte: | |
| Online-Zugang: | DE-1050 DE-706 DE-83 DE-898 Volltext |
| Zusammenfassung: | "This book explore the current impact of mobile technologies and the use of video capture via mobile devices on the learning and assessment of students in higher education, particularly where practical performance examples of their work are required as evidence of attaining competence"-- |
| Beschreibung: | 1 Online-Ressource |
| ISBN: | 9781799804277 |
| DOI: | 10.4018/978-1-7998-0426-0 |
Internformat
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| 505 | 8 | |a Section 1. Enhanced formative assessment for all learners. Chapter 1. "Talk to me!": empowering students with a vision impairment through audio e-assessment feedback ; Chapter 2. The student experience of video-enhanced learning, assessment, and feedback ; Chapter 3. Utilizing instantaneous feedback to promote self-regulated learning in online higher education courses: the case for digital badges ; Chapter 4. Utilizing internet resources in TESOL: the design of English language learning and formative assessment practices -- Section 2. Video feedback and feedforward. Chapter 5. Feedback to "feedforward": promoting student reflection and learning through teacher evaluation ; Chapter 6. A theory-practice research framework for video-enhanced learning, assessment, and feedback ; Chapter 7. Towards a dialogic model of video-enhanced learning, assessment, and feedback ; Chapter 8. Course development: feedback and video to improve teaching capacity ; Chapter 9. Student perceptions of screencast video feedback for summative assessment tasks in the creative arts ; Chapter 10. Mobile devices contribute to feedback processes -- Section 3. Approaches to dialogue and dialogic practices. Chapter 11. Changing the LAB experience in undergraduate engineering: how an online approach can improve formative assessment practices and learning ; Chapter 12. An exploratory study to understand the phenomena of eye-tracking technology: a case of the education environment ; Chapter 13. A cross-professional collaborative educational approach to building student feedback literacy ; Chapter 14. Are you feeding back or is it taking students forward?: changing the traditional narrative to ensure a dialogic approach in formative assessment | |
| 520 | |a "This book explore the current impact of mobile technologies and the use of video capture via mobile devices on the learning and assessment of students in higher education, particularly where practical performance examples of their work are required as evidence of attaining competence"-- | ||
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| 650 | 4 | |a Education, Higher / Effect of technological innovations on | |
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| 700 | 1 | |a O'Neill, Shirley |4 edt | |
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Datensatz im Suchindex
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| contents | Section 1. Enhanced formative assessment for all learners. Chapter 1. "Talk to me!": empowering students with a vision impairment through audio e-assessment feedback ; Chapter 2. The student experience of video-enhanced learning, assessment, and feedback ; Chapter 3. Utilizing instantaneous feedback to promote self-regulated learning in online higher education courses: the case for digital badges ; Chapter 4. Utilizing internet resources in TESOL: the design of English language learning and formative assessment practices -- Section 2. Video feedback and feedforward. Chapter 5. Feedback to "feedforward": promoting student reflection and learning through teacher evaluation ; Chapter 6. A theory-practice research framework for video-enhanced learning, assessment, and feedback ; Chapter 7. Towards a dialogic model of video-enhanced learning, assessment, and feedback ; Chapter 8. Course development: feedback and video to improve teaching capacity ; Chapter 9. Student perceptions of screencast video feedback for summative assessment tasks in the creative arts ; Chapter 10. Mobile devices contribute to feedback processes -- Section 3. Approaches to dialogue and dialogic practices. Chapter 11. Changing the LAB experience in undergraduate engineering: how an online approach can improve formative assessment practices and learning ; Chapter 12. An exploratory study to understand the phenomena of eye-tracking technology: a case of the education environment ; Chapter 13. A cross-professional collaborative educational approach to building student feedback literacy ; Chapter 14. Are you feeding back or is it taking students forward?: changing the traditional narrative to ensure a dialogic approach in formative assessment |
| ctrlnum | (OCoLC)1129406062 (DE-599)BVBBV046270878 |
| doi_str_mv | 10.4018/978-1-7998-0426-0 |
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| id | DE-604.BV046270878 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-20T06:01:34Z |
| institution | BVB |
| isbn | 9781799804277 |
| language | English |
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| spelling | Technology-enhanced formative assessment practices in higher education Christopher Ewart Dann, Shirley O'Neill Hershey, PA IGI Global [2020] 1 Online-Ressource txt rdacontent c rdamedia cr rdacarrier Section 1. Enhanced formative assessment for all learners. Chapter 1. "Talk to me!": empowering students with a vision impairment through audio e-assessment feedback ; Chapter 2. The student experience of video-enhanced learning, assessment, and feedback ; Chapter 3. Utilizing instantaneous feedback to promote self-regulated learning in online higher education courses: the case for digital badges ; Chapter 4. Utilizing internet resources in TESOL: the design of English language learning and formative assessment practices -- Section 2. Video feedback and feedforward. Chapter 5. Feedback to "feedforward": promoting student reflection and learning through teacher evaluation ; Chapter 6. A theory-practice research framework for video-enhanced learning, assessment, and feedback ; Chapter 7. Towards a dialogic model of video-enhanced learning, assessment, and feedback ; Chapter 8. Course development: feedback and video to improve teaching capacity ; Chapter 9. Student perceptions of screencast video feedback for summative assessment tasks in the creative arts ; Chapter 10. Mobile devices contribute to feedback processes -- Section 3. Approaches to dialogue and dialogic practices. Chapter 11. Changing the LAB experience in undergraduate engineering: how an online approach can improve formative assessment practices and learning ; Chapter 12. An exploratory study to understand the phenomena of eye-tracking technology: a case of the education environment ; Chapter 13. A cross-professional collaborative educational approach to building student feedback literacy ; Chapter 14. Are you feeding back or is it taking students forward?: changing the traditional narrative to ensure a dialogic approach in formative assessment "This book explore the current impact of mobile technologies and the use of video capture via mobile devices on the learning and assessment of students in higher education, particularly where practical performance examples of their work are required as evidence of attaining competence"-- Mobile communication systems in education Education, Higher / Effect of technological innovations on Computer-assisted instruction Educational tests and measurements Computer-assisted instruction fast Education, Higher / Effect of technological innovations on fast Educational tests and measurements fast Mobile communication systems in education fast Dann, Christopher edt O'Neill, Shirley edt Erscheint auch als Druck-Ausgabe, hardcover 978-1-7998-0426-0 Erscheint auch als Druck-Ausgabe, softcover 978-1-7998-0429-1 https://doi.org/10.4018/978-1-7998-0426-0 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Technology-enhanced formative assessment practices in higher education Section 1. Enhanced formative assessment for all learners. Chapter 1. "Talk to me!": empowering students with a vision impairment through audio e-assessment feedback ; Chapter 2. The student experience of video-enhanced learning, assessment, and feedback ; Chapter 3. Utilizing instantaneous feedback to promote self-regulated learning in online higher education courses: the case for digital badges ; Chapter 4. Utilizing internet resources in TESOL: the design of English language learning and formative assessment practices -- Section 2. Video feedback and feedforward. Chapter 5. Feedback to "feedforward": promoting student reflection and learning through teacher evaluation ; Chapter 6. A theory-practice research framework for video-enhanced learning, assessment, and feedback ; Chapter 7. Towards a dialogic model of video-enhanced learning, assessment, and feedback ; Chapter 8. Course development: feedback and video to improve teaching capacity ; Chapter 9. Student perceptions of screencast video feedback for summative assessment tasks in the creative arts ; Chapter 10. Mobile devices contribute to feedback processes -- Section 3. Approaches to dialogue and dialogic practices. Chapter 11. Changing the LAB experience in undergraduate engineering: how an online approach can improve formative assessment practices and learning ; Chapter 12. An exploratory study to understand the phenomena of eye-tracking technology: a case of the education environment ; Chapter 13. A cross-professional collaborative educational approach to building student feedback literacy ; Chapter 14. Are you feeding back or is it taking students forward?: changing the traditional narrative to ensure a dialogic approach in formative assessment Mobile communication systems in education Education, Higher / Effect of technological innovations on Computer-assisted instruction Educational tests and measurements Computer-assisted instruction fast Education, Higher / Effect of technological innovations on fast Educational tests and measurements fast Mobile communication systems in education fast |
| title | Technology-enhanced formative assessment practices in higher education |
| title_auth | Technology-enhanced formative assessment practices in higher education |
| title_exact_search | Technology-enhanced formative assessment practices in higher education |
| title_full | Technology-enhanced formative assessment practices in higher education Christopher Ewart Dann, Shirley O'Neill |
| title_fullStr | Technology-enhanced formative assessment practices in higher education Christopher Ewart Dann, Shirley O'Neill |
| title_full_unstemmed | Technology-enhanced formative assessment practices in higher education Christopher Ewart Dann, Shirley O'Neill |
| title_short | Technology-enhanced formative assessment practices in higher education |
| title_sort | technology enhanced formative assessment practices in higher education |
| topic | Mobile communication systems in education Education, Higher / Effect of technological innovations on Computer-assisted instruction Educational tests and measurements Computer-assisted instruction fast Education, Higher / Effect of technological innovations on fast Educational tests and measurements fast Mobile communication systems in education fast |
| topic_facet | Mobile communication systems in education Education, Higher / Effect of technological innovations on Computer-assisted instruction Educational tests and measurements |
| url | https://doi.org/10.4018/978-1-7998-0426-0 |
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