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Technology-enhanced formative assessment practices in higher education

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Technology-enhanced formative assessment practices in higher education/ Christopher Ewart Dann and Shirley O'Neill.
其他作者:	Dann, Christopher.
出版者:	Hershey, Pennsylvania :IGI Global, : 2020.,
面頁冊數:	1 online resource (348 p.)
內容註:	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:acase 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.
標題:	Mobile communication systems in education. -
電子資源:	http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-0426-0
ISBN:	9781799804260

Technology-enhanced formative assessment practices in higher education
Technology-enhanced formative assessment practices in higher education[electronic resource] /Christopher Ewart Dann and Shirley O'Neill. - Hershey, Pennsylvania :IGI Global,2020. - 1 online resource (348 p.)

Includes bibliographical references and index.

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:acase 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"--

ISBN: 9781799804260Subjects--Topical Terms:

966705
Mobile communication systems in education.
Index Terms--Genre/Form:

542853
Electronic books.

LC Class. No.: LB1044.84 / .T42 2020e

Dewey Class. No.: 371.260285

Technology-enhanced formative assessment practices in higher education
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505 0 $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:acase 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.
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