Laying a Foundation for Lifelong Learning: Case Studies of E-Assessment in Lar... - The Diigo Meta page

• 08 Oct 08
  

  Youenn Leborgne

  Notions and references:
  formative assessment, feedback, self-regulation , self-assessment, autonomy, reflection, peer instruction, vote, confidence testing, time on task
  
  References about the 7 principles of good feedback practice in relation to learner self-regulation.
  References about 11 conditions under which assessment supports student learning.
  
  The concepts of self-regulated learning and academic success are central to this paper.
  
  Starting assumption is that students are already engaged in self-regulation but that some students are better at self-regulation than others.
  
  Two case studies showing how ICT can support the development of learner self-regulation. Also provided are some illustrative examples of how learner self-regulation might be supported using multiple-choice tests.
  
  For each case study, outline of mapping between the new settings and the 7 principles.
  
  Example 1: psychology
  
  Task questions are progressively more difficult, responses move from individual to group response and a model answer for comparison at each stage.
  Opportunities for constructive formative assessment (scaffolding) linked to supportive peer discussion.
  
  Students positive about experience (collaboration, self-confidence, understanding)
  
  Findings have given them the confidence to propose a radical redesign of the 1st-year class
  
  Example 2: mechanical engineering
  
  Active-learning sessions
  
  Peer-instruction: a form of Socratic Dialogue or ‘teaching by questioning'
  Typically:
  - teacher briefly explains concept
  - MCQ by EVS
  - "convince your neighbour that you have the right answer"
  - retest or class-wide discussion
  - teacher clarifies correct answer
  
  Alternatives:
  1: "just-in-time-teaching"
  - MCQ: show areas of weakness
  - focus of the EVS session is based on these areas of weakness
  2
  - confidence testing (CBM): students engage in metacognitive thinking
  
  Huge success
  
  More power when assessment principles underpin implementation (as in EVS) and when the implementation blends online/offline interactions (as with just-in-time-teach

  e-learning OA_MSc self peer collaboration assessment reflection feedback tool

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