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Full-Text Articles in Education
Assessment In Interactive Learning Environments, Michael Timms, Jason Lodge
Assessment In Interactive Learning Environments, Michael Timms, Jason Lodge
2009 - 2019 ACER Research Conferences
There is an increasing interest in using digital technologies to create interactive learning environments (ILEs) that both teach and assess student skills that are hard or impossible to assess using ‘static’ items such as traditional, multiple-choice questions. These interactive learning environments try to do two things simultaneously: firstly, to monitor the learning of the student in real time, providing feedback to help the student progress through the learning task; and secondly, to use the information gathered during the learning to make judgements about where the student is in learning of the topic. Essentially, ILEs draw upon the same source of …
Measuring What Matters: Challenges And Opportunities In Assessing Science Proficiency, James W. Pellegrino
Measuring What Matters: Challenges And Opportunities In Assessing Science Proficiency, James W. Pellegrino
2009 - 2019 ACER Research Conferences
A key challenge in shaping science learning for the future will be to develop new measures of learning that take into account what it means to be proficient in science (Pellegrino, 2013). The emergent view on proficiency, grounded in learning sciences research, emphasises using and applying knowledge in the context of disciplinary practice. Referred to as knowledge-in-use, this perspective on science proficiency is a centrepiece of the United States’ National Research Council’s (NRC) Framework for K–12 Science Education (NRC, 2012), embodied in the new US national standards (NGSS Lead States, 2013) and emphasised in the recently released NRC report on …
Learning Assessments: Designing The Future, Geoff N. Masters
Learning Assessments: Designing The Future, Geoff N. Masters
2009 - 2019 ACER Research Conferences
Processes for assessing student learning are undergoing fundamental transformation.This presentation will consider three developments which can be expected to shape how student learning is assessed in the future. First is fundamental change in how assessment is conceptualised and approached, with a focus on monitoring learning. Second is growing interest in the assessment of a broader range of skills and attributes than those addressed in most current assessment efforts. Third is advances in technology which are opening the door to new ways of gathering information about student learning, including through records of real-time interactions in online learning environments. In ACER’s Centre …