16 SES 01 B, E-Assessment
Parallel Paper Session
During the last few years more and more researchers are developing investigations in training assessments. Therefore, new models and objectives of assessment are being evaluated. This study is centered in online assessment, and following Gikandi, Morrow, & Davis (2011), it´s found that online assessment should be considered for its distinctive characteristics if it’s compared to face to face environment, especially for the asynchronous perspective and the interactivity of online learning participants.
Oosterhof, Conrad & Ely (2008) also emphasize the singularity and significance of online assessment. And the study developed by Rodríguez & Ibarra (2011) discusses that online assessment should be based in a flexible, open and shared conception of knowledge, focusing on the use of assessment strategies that promote and maximize the students’ opportunities. Others as Weschke & Canipe (2010) states the impact of cooperative assessment in order to achieve professional skills.
This research project aims to study a system of learning assessment for online learning. This new assessment system is designed to achieve pedagogical innovations consistent with the principles of the European Space for Higher Education, as well as to prove its viability for Higher Education e-learning activities.
This model will be tested, initially, through two preliminary studies in two courses of University of Extremadura (Spain). Subsequently, its viability will be probed in the University of La Plata (Argentina). Finally, this model will be tested in a course of University Teachers’ Training in the University of Extremadura.
The assessment model evaluated aims to beneficiate every academic organization or enterprise that seeks to implement teaching and learning actions without the inconvenient provokes by travelling costs. Finally, it contributes positively to promote a new concept of assessment in Higher Education, where face to face presence is usually required.
The objectives of the research are:
- To develop the viability of an online assessment model that proves to be reliable and guarantee a real competence achievement without the physical presence of students.
- To collaborate on the innovation and development of e-learning in order to achieve an assessment model useful in the European Space of Higher Education.
- To test the usefulness of the open software platform Moodle and WebConferencing synchronous tools to develop a new model of online assessment.
Alonso, L. (2010). La formación de tutores de e-learning. Cáceres: Universidad de Extremadura Servicio de Publicaciones. Gikandi, J.W, Morrow, D. & Davis, N.E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education 57, 2333-2351 Oosterhoff, A., Conrad, R.M., & Ely, D.P. (2008). Assessing learners online. (Upper Saddle River, NJ: Pearson Prentice Hall. 242 pp.) Rodriguez, G. & Ibarra, M.S. (2011). E-Evaluación orientada al e-Aprendizaje estratégico en Educación Superior. Madrid: Narcea Weschke, B., Canipe, S. (2010). The Faculty Evaluation Process: The First Step in Fostering Professional Development in an Online University. Journal of College Teaching & Learning, 7(1), 45-58.
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